學(xué)前教育中的科學(xué)人文主義教育觀
發(fā)布時間：2018-07-15 15:20
【摘要】：現(xiàn)代科學(xué)技術(shù)為人類社會創(chuàng)造了大量的物質(zhì)財富與精神財富,但是過度地運用科學(xué)的思維方式改造教育,導(dǎo)致教育人文性的缺失。這些問題反應(yīng)在幼兒教育領(lǐng)域主要表現(xiàn)在以下兩點：一是幼兒教育的問題：形形色色的幼兒培訓(xùn)機構(gòu)充斥著家長和幼兒、教師和家長過度重視幼兒智力開發(fā)、幼兒園過度應(yīng)用多媒體技術(shù)、幼兒園科學(xué)嚴密的規(guī)章制度建立起來、幼兒園環(huán)境創(chuàng)設(shè)忽視幼兒的參與、幼兒教育評價重視終結(jié)性評價、幼兒教育的模式化、幼兒教育批量化生產(chǎn)等等。二是幼兒生活成長的問題：教師、家長對幼兒科學(xué)教育的過度重視導(dǎo)致幼兒內(nèi)心世界空虛、幼兒對學(xué)習(xí)失去興趣、家長之間盲目攀比、幼兒心理壓力過大、幼兒失去生活的自主性、幼兒個性缺失等等。學(xué)前教育的目的是培養(yǎng)體、智、德、美全面發(fā)展的人�？茖W(xué)教育為幼兒學(xué)習(xí)提供了方法,極大地提高了學(xué)習(xí)效率,幼兒教育不能沒有科學(xué)教育。但是與此同時還要尊重幼兒的身心發(fā)展規(guī)律,洞察幼兒的內(nèi)心世界,尊重幼兒的想法,充實幼兒的精神世界,培養(yǎng)其對人對世界的看法,即對幼兒進行人文主義教育。也就是說,幼兒教育應(yīng)把科學(xué)主義教育和人文主義教育結(jié)合起來,才能真正地實現(xiàn)培養(yǎng)人,使幼兒形成完善的人格和良好的性情。如何相結(jié)合呢?首先,在價值取向上,既重視科學(xué)改善人類的物質(zhì)生活和精神生活的社會價值,又重視教會幼兒友愛、善良、寬容、責任、學(xué)會生活和積極向上的個人價值。其次,在教育實踐上,既重視為社會創(chuàng)造財富,又為培養(yǎng)能夠理解社會生產(chǎn)意義的人做準備；再次,在教育內(nèi)容上,既重視對幼兒基本知識和基本技能的傳授,又重視對幼兒的興趣、自主性、主動性和創(chuàng)造性的培養(yǎng)。接著,在教育方法上,既重視傳授的方法,又重視啟發(fā)誘導(dǎo)的方法；然后,在教育功能上,既重視發(fā)展人,也重視發(fā)展社會；最后,在教育制度上,既重視精英的教育,更重視幼兒教育的普及。學(xué)前教育中的科學(xué)人文主義教育觀以科學(xué)主義邏輯為基礎(chǔ),以追求幼兒的的自由和人格的完善為最高目的。 馬克思唯物辯證法告訴我們實踐決定認識,認識對實踐具有重要的指導(dǎo)作用。樹立科學(xué)人文主義教育觀,對舊的教育觀進行揚棄,踐行培養(yǎng)全面發(fā)展的人的觀念,是當前學(xué)前教育領(lǐng)域的一項重要的使命。 縱觀中外歷史,學(xué)前教育中的科學(xué)人文主義教育觀不是從來就有的,而是社會歷史的發(fā)展的產(chǎn)物。東西方文化中的教育思想、科技成果、哲學(xué)成果以及心理學(xué)成果等對學(xué)前教育中的科學(xué)人文主義教育觀的產(chǎn)生了重要的影響。因此,本文主要運用歷史法、馬克思主義辯證法和文獻法來研究學(xué)前教育中的科學(xué)人文主義教育觀。論文由四部分組成：第一部分為緒論,主要內(nèi)容為問題的緣起、研究的意義、文獻綜述、研究思路與研究方法和概念界定。第二部分為學(xué)前教育中的科學(xué)人文主義教育觀的產(chǎn)生、發(fā)展及演進,主要內(nèi)容為古代、近代、現(xiàn)代學(xué)前教育中的科學(xué)人文主義教育觀的演進,本部分為第三部分教育觀的形成做了鋪墊；第三部分為學(xué)前教育中的科學(xué)人文主義教育觀,主要是聯(lián)系當今社會現(xiàn)實論述了構(gòu)建學(xué)前教育中的科學(xué)人文主義教育觀具有重要的教育價值；第四部分為啟示,主要啟示為轉(zhuǎn)變教育觀念、改變教育制度以及課程設(shè)計的新思路。并指出只有重視學(xué)前教育中的科學(xué)人文主義教育觀,才能為培養(yǎng)全面發(fā)展的人打好基礎(chǔ)。
[Abstract]:Modern science and technology have created a large amount of material wealth and spiritual wealth for the human society, but the excessive use of scientific thinking mode to reform education leads to the lack of education humanity. These problems are mainly reflected in the following two points in the field of preschool education: one is the problem of preschool education: all kinds of young children training institutions It is full of parents and children, teachers and parents overly attach importance to the development of children's intelligence, the over application of multimedia technology in kindergartens, the establishment of the strict rules and regulations of kindergarten science, the neglect of children's participation in kindergarten environment, the evaluation of the preschool education, the pattern of infant education, the batch production of preschool education and so on. Two is the problem of young children's life and growth: teachers, parents' excessive attention to children's scientific education leads to children's inner world emptiness, children's interest in learning, blind comparisons between parents, young children's psychological pressure, children's loss of life autonomy, children's lack of personality and so on. The purpose of preschool education is to cultivate body, intelligence, virtue and beauty. Science education provides a way for young children to learn, greatly improving their learning efficiency, and not without scientific education in preschool education. But at the same time, we should respect the law of children's physical and mental development, observe the inner world of children, respect the ideas of children, enrich the mental world of the children, and cultivate their views on the world for the children. It is to carry on the humanistic education to the young children. That is to say, the preschool education should combine scientism education and humanism education to truly realize the cultivation of the people and make the children form a perfect personality and good temperament. How to combine them? First, on the value orientation, we should not only pay attention to the scientific improvement of the material life and spiritual life of human beings. The living social value also attaches importance to the teaching of young children's love, kindness, tolerance, responsibility, and the learning of life and the positive personal value. Secondly, in the practice of education, it not only pays attention to creating wealth for the society, but also prepares people to understand the meaning of social production, and again, on the content of education, the basic knowledge and basic skills of children are paid attention to. We attach great importance to the cultivation of children's interest, autonomy, initiative and creativity. Then, in educational methods, we pay more attention to the methods of imparting and the method of enlightening. Then, in the educational function, we attach importance to both the development of people and the development of the society. In the latter, the education system attaches great importance to the education of the elite and pays more attention to the children. Education is popularized. The scientific humanism education view in preschool education is based on the logic of scientism, and the pursuit of children's freedom and personality is the ultimate goal.
Marx's materialist dialectics tells us that practice decides understanding and that cognition has an important guiding role in practice. It is an important mission in the field of preschool education to set up a scientific humanism education view, to discard the old educational view and to practice the idea of cultivating people with comprehensive development.
Throughout the history of China and foreign countries, the scientific humanism education concept in preschool education is not always there, but is the product of the development of social history. The educational ideas of the eastern and Western cultures, scientific and technological achievements, philosophical achievements and psychological achievements have an important influence on the scientific humanism education concept in preschool education. Therefore, this article is the main part of this paper. We should use the historical law, Marx's dialectics and the document law to study the scientific humanism education view in preschool education. The thesis is composed of four parts: the first part is the introduction, the main content is the origin of the problem, the significance of the research, the literature review, the thinking and the research method and the definition of the concept. The second part is the section of the preschool education. The emergence, development and evolution of the humanistic view of education are the evolution of the scientific humanism education view in ancient, modern and modern preschool education. This part has paved the way for the formation of the third parts of the education view; the third part is the scientific and humanistic concept of education in the preschool education, which is mainly related to the present social reality. The scientific humanism education view in pre school education has important educational value. The fourth part is enlightenment. The main inspiration is to change the concept of education, change the education system and the new ideas of curriculum design. It is pointed out that only by paying attention to the scientific humanism in preschool education can we make a good foundation for the development of the people with comprehensive development. Foundation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G612
本文編號：2124514
[Abstract]:Modern science and technology have created a large amount of material wealth and spiritual wealth for the human society, but the excessive use of scientific thinking mode to reform education leads to the lack of education humanity. These problems are mainly reflected in the following two points in the field of preschool education: one is the problem of preschool education: all kinds of young children training institutions It is full of parents and children, teachers and parents overly attach importance to the development of children's intelligence, the over application of multimedia technology in kindergartens, the establishment of the strict rules and regulations of kindergarten science, the neglect of children's participation in kindergarten environment, the evaluation of the preschool education, the pattern of infant education, the batch production of preschool education and so on. Two is the problem of young children's life and growth: teachers, parents' excessive attention to children's scientific education leads to children's inner world emptiness, children's interest in learning, blind comparisons between parents, young children's psychological pressure, children's loss of life autonomy, children's lack of personality and so on. The purpose of preschool education is to cultivate body, intelligence, virtue and beauty. Science education provides a way for young children to learn, greatly improving their learning efficiency, and not without scientific education in preschool education. But at the same time, we should respect the law of children's physical and mental development, observe the inner world of children, respect the ideas of children, enrich the mental world of the children, and cultivate their views on the world for the children. It is to carry on the humanistic education to the young children. That is to say, the preschool education should combine scientism education and humanism education to truly realize the cultivation of the people and make the children form a perfect personality and good temperament. How to combine them? First, on the value orientation, we should not only pay attention to the scientific improvement of the material life and spiritual life of human beings. The living social value also attaches importance to the teaching of young children's love, kindness, tolerance, responsibility, and the learning of life and the positive personal value. Secondly, in the practice of education, it not only pays attention to creating wealth for the society, but also prepares people to understand the meaning of social production, and again, on the content of education, the basic knowledge and basic skills of children are paid attention to. We attach great importance to the cultivation of children's interest, autonomy, initiative and creativity. Then, in educational methods, we pay more attention to the methods of imparting and the method of enlightening. Then, in the educational function, we attach importance to both the development of people and the development of the society. In the latter, the education system attaches great importance to the education of the elite and pays more attention to the children. Education is popularized. The scientific humanism education view in preschool education is based on the logic of scientism, and the pursuit of children's freedom and personality is the ultimate goal.
Marx's materialist dialectics tells us that practice decides understanding and that cognition has an important guiding role in practice. It is an important mission in the field of preschool education to set up a scientific humanism education view, to discard the old educational view and to practice the idea of cultivating people with comprehensive development.
Throughout the history of China and foreign countries, the scientific humanism education concept in preschool education is not always there, but is the product of the development of social history. The educational ideas of the eastern and Western cultures, scientific and technological achievements, philosophical achievements and psychological achievements have an important influence on the scientific humanism education concept in preschool education. Therefore, this article is the main part of this paper. We should use the historical law, Marx's dialectics and the document law to study the scientific humanism education view in preschool education. The thesis is composed of four parts: the first part is the introduction, the main content is the origin of the problem, the significance of the research, the literature review, the thinking and the research method and the definition of the concept. The second part is the section of the preschool education. The emergence, development and evolution of the humanistic view of education are the evolution of the scientific humanism education view in ancient, modern and modern preschool education. This part has paved the way for the formation of the third parts of the education view; the third part is the scientific and humanistic concept of education in the preschool education, which is mainly related to the present social reality. The scientific humanism education view in pre school education has important educational value. The fourth part is enlightenment. The main inspiration is to change the concept of education, change the education system and the new ideas of curriculum design. It is pointed out that only by paying attention to the scientific humanism in preschool education can we make a good foundation for the development of the people with comprehensive development. Foundation.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G612
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