本文選題：教育學(xué)史 + 英國��； 參考：《華東師范大學(xué)》2011年碩士論文

【摘要】：教育學(xué)如同其他學(xué)科一樣,有著自己曲折發(fā)展的過程,從無到有,從不被承認(rèn)到成為大學(xué)課程,從零星的思想到系統(tǒng)的理論,在不同的社會(huì)和思想背景下不同觀點(diǎn)和理論有互相碰撞和爭(zhēng)辯……歷史的豐富和精彩同樣在教育學(xué)的身上有著充分體現(xiàn)。而至今我們對(duì)這一學(xué)科發(fā)展史的總結(jié)和反思仍是不夠的,本文以教育學(xué)在英國歷史上的黃金時(shí)代的發(fā)展為研究對(duì)象,通過對(duì)十九世紀(jì)英國教育學(xué)的歷史梳理和考察,厘清十九世紀(jì)英國教育學(xué)發(fā)展的歷史軌跡、發(fā)展特征、歷史貢獻(xiàn)等等,并嘗試探討不同的理論和體系的相互影響。 本文首先是對(duì)英國的歷史作一個(gè)簡(jiǎn)單的回顧,對(duì)其歷史的遺產(chǎn)有個(gè)系統(tǒng)的理解,主要是它的文化傳統(tǒng)和民族性格方面,如自由主義、保守主義、經(jīng)驗(yàn)主義等；還包括它的教育學(xué)傳統(tǒng),主要有培根的學(xué)科安排以及洛克的教育學(xué)。這些成為十九世紀(jì)英國教育學(xué)發(fā)展的歷史基礎(chǔ)和前提,是必須要明了的。其次則是對(duì)從十八世紀(jì)末到整個(gè)十九世紀(jì)的英國的社會(huì)、思想、文化的發(fā)展作一定的概述,這是這一時(shí)期英國教育學(xué)發(fā)展的社會(huì)背景,教育學(xué)的圖景正是在這一背景中展開的,與社會(huì)發(fā)展密切聯(lián)系。第三就是文章的主體部分,主要是從科學(xué)教育學(xué)、功利主義的教育學(xué)、社會(huì)主義教育學(xué)等三個(gè)角度來逐個(gè)梳理這一時(shí)期的教育學(xué)體系,在梳理的過程中免割裂和孤立的描述,通過對(duì)原著和原始文獻(xiàn)的閱讀、理解和分析來考察每個(gè)思想家或每一種主義的教育學(xué)理論的建設(shè)和主張,寫出各個(gè)教育思想體系的來龍去脈以及與社會(huì)背景和其他教育學(xué)體系的聯(lián)系和影響使其具有鮮明的整體感。每一種教育思想和教育學(xué)理論都無法是孤立的,二者也不是完全對(duì)應(yīng)的,一種教育思想體系可以由多種教育學(xué)維度的解釋。 這個(gè)主題的研究,主要就是要通過對(duì)這一個(gè)世紀(jì)的英國教育學(xué)的發(fā)展做個(gè)歷史地梳理,聯(lián)系歷史和社會(huì)背景,注重考察縱向上的歷史聯(lián)系和橫向上的相互影響。從不同的角度重新整理這一時(shí)期的教育學(xué)發(fā)展?fàn)顩r,嘗試探討這一時(shí)期英國教育學(xué)發(fā)展的歷史進(jìn)程,在一個(gè)比較宏大的時(shí)間區(qū)間內(nèi)展現(xiàn)英國十九世紀(jì)各個(gè)教育學(xué)體系之間的相互影響和共同發(fā)展,其實(shí)每一種發(fā)展都是歷史傳統(tǒng)與時(shí)代條件共同作用的產(chǎn)物,教育學(xué)的發(fā)展與社會(huì)、文化、思想各方面都是緊密聯(lián)系的。
[Abstract]:Pedagogy, like other disciplines, has its own tortuous process of development, from scratch to existence, from being recognized to becoming a university curriculum, from sporadic thought to systematic theory, In different social and ideological backgrounds, different viewpoints and theories collide and argue with each other. The richness and brilliance of history are also fully reflected in pedagogy. So far, it is not enough for us to sum up and reflect on the history of the development of this discipline. This paper takes the development of pedagogy in the golden age of British history as the research object, combing and investigating the history of British pedagogy in the nineteenth century. This paper clarifies the historical track, characteristics and contribution of the development of British pedagogy in the 19th century, and tries to explore the interaction of different theories and systems. The first part of this paper is to make a brief review of the history of Britain, and to have a systematic understanding of its historical heritage, mainly its cultural tradition and national character, such as liberalism, conservatism, empiricism and so on. It also includes its pedagogy tradition, mainly Bacon's discipline arrangement and Locke's pedagogy. These become the historical foundation and premise of the development of English pedagogy in the 19 th century, which must be understood. Secondly, it outlines the social, ideological and cultural development of Britain from the end of the eighteenth century to the whole of the nineteenth century. This is the social background of the development of British pedagogy in this period, in which the picture of pedagogy develops. Closely related to social development. The third part is the main part of the article, mainly from the three angles of science pedagogy, utilitarianism pedagogy, socialist pedagogy and so on, to sort out the pedagogy system of this period one by one, and to describe the process of combing without splitting and isolating. Through the reading, understanding and analysis of the original works and the original documents, the author examines the construction and proposition of every thinker or every kind of pedagogy theory. Writing out the background of each educational thought system and its relation and influence with social background and other pedagogy system make it have a distinct sense of whole. Each kind of educational thought and pedagogy theory can not be isolated, the two are not completely corresponding, a kind of educational thought system can be explained by many pedagogy dimensions. The research on this subject is mainly to make a historical combing of the development of British pedagogy in this century, to connect the historical and social background, and to pay attention to the vertical historical connection and the horizontal interaction. Rearranging the development of pedagogy in this period from different angles, and trying to explore the historical process of the development of pedagogy in England during this period. To show the mutual influence and common development of the various pedagogy systems in the 19th century in Britain in a relatively large time interval. In fact, each kind of development is the product of the interaction of historical tradition and the conditions of the times, the development of pedagogy and the society. All aspects of culture and thought are closely related.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40-09

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