【摘要】：價(jià)值多元時(shí)代的到來(lái),使人們的生存與發(fā)展面臨著新的機(jī)遇與挑戰(zhàn)。作為專(zhuān)門(mén)培養(yǎng)人的一項(xiàng)社會(huì)實(shí)踐活動(dòng),課堂教學(xué)需要重新進(jìn)行價(jià)值定位和行為反思以應(yīng)對(duì)時(shí)代發(fā)展的挑戰(zhàn)。本世紀(jì)初開(kāi)展的這場(chǎng)規(guī)模宏大、盛世空前的基礎(chǔ)教育課程改革,提出了知識(shí)與技能、過(guò)程與方法、情感態(tài)度與價(jià)值觀三維目標(biāo),試圖改變課堂教學(xué)過(guò)分關(guān)注知識(shí)傳授與灌輸?shù)膬A向,使學(xué)生在獲取知識(shí)與技能的同時(shí)形成一定的情感態(tài)度與價(jià)值觀。但是,審視現(xiàn)實(shí)的教學(xué)實(shí)踐,不難發(fā)現(xiàn)我們的課堂教學(xué)依然存在嚴(yán)重的應(yīng)試傾向,依然囿于表層的知識(shí)教學(xué)而無(wú)法自拔,情感態(tài)度與價(jià)值觀維度的目標(biāo)難以真正有效地落實(shí)。為什么會(huì)出現(xiàn)這種狀況?課堂教學(xué)到底應(yīng)如何實(shí)現(xiàn)它的價(jià)值觀教學(xué)目標(biāo)?在知識(shí)教學(xué)中是否能夠促進(jìn)學(xué)生價(jià)值品質(zhì)的養(yǎng)成?基于以上問(wèn)題的思考,我們嘗試著從課堂教學(xué)的層面探討學(xué)生的價(jià)值觀培養(yǎng)問(wèn)題。全文分四個(gè)部分七個(gè)章節(jié)展開(kāi)論述。 論文的第一部分(即第一章)是對(duì)價(jià)值觀的本體論思考,從生活的視角入手,吸收價(jià)值哲學(xué)的相關(guān)研究成果,就價(jià)值觀的實(shí)質(zhì)、特征及結(jié)構(gòu)進(jìn)行探討。通過(guò)對(duì)生活的考察,基于哲學(xué)研究的審思,本文認(rèn)為價(jià)值觀作為一套復(fù)雜的觀念系統(tǒng),不僅是人類(lèi)特有的一種精神狀態(tài),而且也是一種特殊的社會(huì)意識(shí)。主觀性與客觀性、變化性與穩(wěn)定性、一元與多元的辯證統(tǒng)一是價(jià)值觀的主要特征。價(jià)值主體、價(jià)值客體、價(jià)值標(biāo)準(zhǔn)、價(jià)值認(rèn)識(shí)、價(jià)值選擇、價(jià)值實(shí)踐共同組成了價(jià)值觀的構(gòu)成要素。 論文的第二部分(即第二章)是對(duì)價(jià)值觀形成過(guò)程的思考,探討了個(gè)體價(jià)值觀形成的機(jī)制問(wèn)題。個(gè)體價(jià)值觀的形成是一個(gè)復(fù)雜的過(guò)程,受各方面因素的影響和制約。從形成條件看,主體需要、自我意識(shí)、生活環(huán)境和實(shí)踐活動(dòng)對(duì)個(gè)體價(jià)值觀的形成具有重要作用。從形成過(guò)程看,個(gè)體價(jià)值觀的形成是一個(gè)將價(jià)值心理提升為價(jià)值觀念,進(jìn)而形成價(jià)值觀的過(guò)程。在這一過(guò)程中,個(gè)體通過(guò)感知與體驗(yàn)、分析與判斷、認(rèn)同與選擇以及組織與體系化等一系列的心理活動(dòng),不斷建構(gòu)自己的價(jià)值觀體系。從形成特點(diǎn)看,個(gè)體價(jià)值觀的形成是自主建構(gòu)、潛移默化和循序漸進(jìn)的過(guò)程。 論文的第三部分(即第三章)是從關(guān)系論的視角探討價(jià)值觀與人的發(fā)展問(wèn)題。人之發(fā)展的價(jià)值追求是什么?價(jià)值觀在人的發(fā)展過(guò)程中到底發(fā)揮著怎樣的作用?為什么要強(qiáng)調(diào)課堂教學(xué)的價(jià)值觀目標(biāo)?國(guó)際社會(huì)其他國(guó)家是否有相關(guān)的經(jīng)驗(yàn)值得我們學(xué)習(xí)?這些問(wèn)題都將在這一部分探討。成為知行統(tǒng)一、身心和諧、融入社會(huì)的人是人之發(fā)展的價(jià)值追求。在人的發(fā)展過(guò)程中,價(jià)值觀具有行為導(dǎo)向、心理調(diào)節(jié)和社會(huì)認(rèn)同的功能,有利于人們實(shí)踐智慧的生成、身心的健康發(fā)展以及社會(huì)化的實(shí)現(xiàn)。價(jià)值觀在人的發(fā)展過(guò)程中的重要作用,必然要求以促進(jìn)人的發(fā)展為宗旨的學(xué)校教育承擔(dān)相應(yīng)的責(zé)任。近年來(lái),世界各國(guó)都將價(jià)值觀教學(xué)作為了本國(guó)教學(xué)改革的重點(diǎn),這也為我國(guó)的教學(xué)實(shí)踐提供了許多寶貴的經(jīng)驗(yàn)。 論文的第四部分(即第四、五、六、七章)是從課堂層面來(lái)探討價(jià)值觀教學(xué)的實(shí)現(xiàn)機(jī)制問(wèn)題。從教學(xué)目標(biāo)看,我國(guó)課堂教學(xué)在目標(biāo)定位上具有明顯的功利主義傾向,缺少對(duì)學(xué)生的精神關(guān)懷。將價(jià)值觀納入課堂教學(xué)目標(biāo)體系是適應(yīng)社會(huì)發(fā)展、滿(mǎn)足學(xué)生需要、提升教學(xué)品質(zhì)的內(nèi)在要求。課堂中的價(jià)值觀教學(xué)目標(biāo)應(yīng)圍繞著人與自然、人與社會(huì)、人與自我三個(gè)維度展開(kāi),正確處理好三維目標(biāo)之間的關(guān)系,尊重學(xué)生的個(gè)體差異和獨(dú)特體驗(yàn),立足學(xué)科特點(diǎn)細(xì)化教學(xué)目標(biāo)。從教學(xué)內(nèi)容看,我國(guó)課堂教學(xué)以系統(tǒng)的知識(shí)傳授為主,教師的主要職責(zé)就是將表層的學(xué)科知識(shí)符號(hào)傳遞、灌輸給學(xué)生。其實(shí),課堂教學(xué)不僅要“教知識(shí)的符號(hào)”,還要“教知識(shí)的意義”。任何知識(shí)都由符號(hào)、形式和意義組成,知識(shí)的意義性存在使學(xué)生通過(guò)知識(shí)習(xí)得建立價(jià)值觀成為可能。一般來(lái)說(shuō),人們會(huì)通過(guò)課程設(shè)置、教材編寫(xiě)及教學(xué)內(nèi)容組織等方式在教學(xué)中滲透一定的價(jià)值觀內(nèi)容。從實(shí)施過(guò)程看,用傳統(tǒng)的教知識(shí)的方法進(jìn)行價(jià)值觀教學(xué)其效果微乎其微,因此價(jià)值觀教學(xué)的方法論基礎(chǔ)應(yīng)從傳統(tǒng)知識(shí)論轉(zhuǎn)向現(xiàn)代解釋學(xué)。在開(kāi)展教學(xué)活動(dòng)時(shí),教師要處理好“課堂教學(xué)”與“環(huán)境營(yíng)造”的關(guān)系,高度重視價(jià)值性課堂文化對(duì)學(xué)生價(jià)值觀形成的作用,積極創(chuàng)建良好的課堂文化環(huán)境。本文還提出了“深度教學(xué)”的理念,以解決學(xué)科知識(shí)教學(xué)中學(xué)生的價(jià)值觀培養(yǎng)問(wèn)題。從教師的視角看,信仰危機(jī)、行為失范、心理失調(diào)是廣大一線(xiàn)教師面臨的現(xiàn)實(shí)困境,但是其作為價(jià)值引領(lǐng)者的責(zé)任擔(dān)當(dāng)無(wú)法推卸。在課堂教學(xué)的過(guò)程中,教師應(yīng)努力發(fā)揮自身的價(jià)值引領(lǐng)作用。當(dāng)然,這種作用的發(fā)揮,不僅需要教師自身的努力,還需要學(xué)校及師資培養(yǎng)機(jī)構(gòu)的支持。
[Abstract]:With the advent of the era of value pluralism, people's survival and development are facing new opportunities and challenges. As a social practice activity specializing in training people, classroom teaching needs to re-orientate its value and reflect on its behavior in order to meet the challenges of the development of the times. The reform puts forward three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values, and tries to change the tendency of paying too much attention to knowledge imparting and inculcating in classroom teaching so that students can form certain emotional attitudes and values while acquiring knowledge and skills. There is still a serious tendency to test-oriented, still confined to the surface of knowledge teaching and can not extricate themselves, emotional attitudes and values dimensions of the goal is difficult to truly effectively implement. Based on the above questions, we try to discuss the cultivation of students'values from the classroom teaching level. The full text is divided into four parts and seven chapters.
The first part of the thesis (the first chapter) is the ontological thinking of values, starting from the perspective of life, absorbing the relevant research results of value philosophy, discussing the essence, characteristics and structure of values. Subjectivity and objectivity, variability and stability, and the dialectical unity of monism and pluralism are the main characteristics of values. Value subject, value object, value standard, value cognition, value choice and value practice constitute the constituent elements of values.
The second part of the thesis (the second chapter) is a reflection on the formation process of individual values and explores the mechanism of the formation of individual values. The formation of individual values plays an important role. In the process of formation, the formation of individual values is a process in which the value psychology is promoted to the value concept, and then the value concept is formed. The formation of individual values is a process of self-construction, imperceptibility and gradual progress.
The third part of the thesis (the third chapter) discusses the value and human development from the perspective of relativism. What is the value pursuit of human development? What role does the value play in the process of human development? Why should we emphasize the value goal of classroom teaching? Is there any relevant experience value in other countries of the international community? In the process of human development, values have the function of behavior orientation, psychological adjustment and social identification, which is conducive to the generation of practical wisdom, the healthy development of body and mind, and society. Values play an important role in the process of human development, which necessarily requires school education with the aim of promoting human development to take corresponding responsibilities.
The fourth part of the thesis (i.e. the fourth, fifth, sixth and seventh chapters) discusses the realization mechanism of values teaching from the classroom level. To meet the needs of students and improve the quality of teaching, the teaching objectives of values in the classroom should focus on the three dimensions of human and nature, human and society, and human and self, properly handle the relationship between the three-dimensional goals, respect the individual differences and unique experience of students, and refine the teaching objectives based on the characteristics of the subject. In fact, classroom teaching should not only "teach the symbols of knowledge", but also "teach the meaning of knowledge". Any knowledge is composed of symbols, forms and meanings, and the meaningfulness of knowledge makes students know through knowledge. Knowledge acquisition makes it possible to establish values. Generally speaking, people will infiltrate certain values in teaching by means of curriculum, textbook compilation and teaching content organization. From the implementation process, the effect of teaching values by traditional teaching methods is negligible, so the methodological basis of teaching values should be based on. From traditional epistemology to modern hermeneutics, teachers should deal with the relationship between "classroom teaching" and "environment construction" in teaching activities, attach great importance to the role of value-oriented classroom culture in the formation of students'values, and actively create a good classroom cultural environment. From the teacher's point of view, belief crisis, behavioral anomie and psychological disorder are the practical dilemmas faced by the majority of front-line teachers, but their responsibility as a value leader can not be shirked. Not only the efforts of teachers themselves, but also the support of schools and teacher training institutions are needed.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：G420

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

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2 孫青;;課堂中的價(jià)值沖突與協(xié)調(diào)[J];教學(xué)與管理;2014年25期

相關(guān)博士學(xué)位論文 前1條

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相關(guān)碩士學(xué)位論文 前9條

1 譚力源;90后大學(xué)生價(jià)值觀現(xiàn)狀及教育對(duì)策研究[D];西南大學(xué);2012年

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3 周千明;中學(xué)優(yōu)秀數(shù)學(xué)教師特征研究[D];天津師范大學(xué);2013年

4 李顏文;回歸教學(xué)本真[D];寧波大學(xué);2013年

5 黃師懿順;論高中語(yǔ)文閱讀教學(xué)中的整體感知與文本細(xì)讀[D];華中師范大學(xué);2014年

6 孫叢叢;小學(xué)語(yǔ)文單元整體教學(xué)研究[D];華中師范大學(xué);2014年

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8 屠翔天;試論高中自然科學(xué)教學(xué)中價(jià)值教育的偏差[D];華東師范大學(xué);2014年

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