本文選題：技術 + 技術教育��； 參考：《南京師范大學》2015年碩士論文

【摘要】：當今社會,技術對人類生活的影響日益深刻。懂得技術,具有一定的技術素養(yǎng)成為現(xiàn)代人不可或缺的基本素質。為了更好提升公民的技術素養(yǎng),世界各國掀起新一輪的技術教育改革。在我國,技術學科作為一門發(fā)展中的學科,迫切需要一定的技術教育思想作指導。在西方技術教育思想史上,18世紀到20世紀初涌現(xiàn)出盧梭、裴斯泰洛齊、杜威、懷特海等技術教育思想大家,他們揭示了技術教育的一般性、基礎性和規(guī)律性的東西,能為我國技術教育的發(fā)展提供一定的理論支撐和實踐指導�；诖�,本研究試圖以歷史唯物主義為指導,綜合運用文獻分析法、歷史研究法進行研究。以第二次技術革命為中間點將18世紀到20世紀初的西方技術教育思想劃分為兩部分：18世紀到19世紀中期的西方技術教育思想和19世紀后期到20世紀初的西方技術教育思想。從技術革命、技術哲學和技術教育發(fā)展的角度進行背景分析。對占主流地位的盧梭、裴斯泰洛齊、赫胥黎、杜威、懷特海的思想進行深入剖析。概括出18世紀到20世紀初西方技術教育思想具有尊重自然,倡導兒童本位；勞動教育與技術教育相互結合；關注學生行動能力與實踐能力的培養(yǎng)；重視家庭技術教育；技術學習內容相對簡單的特點。19世紀后期到20世紀初的西方技術教育思想具有重視基礎教育中的技術教育；注重技術教育與社會生活的聯(lián)系；強調技術課程與其他課程聯(lián)系；遵循學生身心發(fā)展的階段性和連續(xù)性；重視技術教師的培養(yǎng)的特點。本研究通過對18世紀到20世紀初的西方技術教育思想進行梳理總結發(fā)現(xiàn)：這一時期技術教育思想開始形成專門的研究領域；涌現(xiàn)出自然主義、實用主義等技術教育思想流派；開始探索技術教育的價值與規(guī)律,對技術教育與職業(yè)教育的發(fā)展產生重要影響。同時,提出18世紀到20世紀初的西方技術教育思想對當前我國中小學技術教育發(fā)展的啟示：重視技術教育的發(fā)展價值與工具價值的統(tǒng)一；強化兒童的經驗建構與生活的聯(lián)系；建立系統(tǒng)的技術教育課程體系；實現(xiàn)校內資源與校外資源的整合。
[Abstract]:In today's society, technology has an increasingly profound impact on human life. Knowledge of technology, with a certain technical literacy has become an indispensable basic quality of modern people. In order to improve the technical literacy of citizens, countries all over the world set off a new round of technological education reform. In our country, as a developing subject, technical discipline urgently needs the guidance of technical education thought. From the 18th century to the beginning of the 20th century in the history of western technological education ideas, Rousseau, Pestrich, Dewey, Whitehead and other technical education ideas emerged. They revealed the general, basic and regular things of technological education. It can provide theoretical support and practical guidance for the development of technical education in China. Based on this, this study attempts to use literature analysis and historical research method under the guidance of historical materialism. Taking the second technological revolution as the middle point, the western technological education thought from the 18th century to the beginning of the 20th century is divided into two parts: the western technological education thought from the 18th century to the middle of the 19th century and the western technological education thought from the late 19th century to the early 20th century. The background analysis is carried out from the perspective of technological revolution, philosophy of technology and development of technological education. Rousseau, Pestellozzi, Huxley, Dewey and Whitehead are deeply analyzed. From the 18th century to the beginning of the 20th century, the western technological education thought has the following characteristics: respecting nature, advocating child-oriented education, combining labor education with technical education, paying attention to the cultivation of students' ability of action and practice, paying attention to family technical education; The western thought of technology education from the late 19th century to the beginning of the 20th century has paid attention to the technology education in the basic education, paid attention to the connection between the technology education and the social life, emphasized the connection between the technology curriculum and other courses. Follow the stage and continuity of students' physical and mental development, and attach importance to the characteristics of the cultivation of technical teachers. This study summarizes the western technological education thoughts from the 18th century to the beginning of the 20th century and finds that during this period the technical education thought began to form a special research field and emerged naturalism pragmatism and other schools of technological education thought. Beginning to explore the value and law of technical education, it has an important influence on the development of technical education and vocational education. At the same time, the author puts forward the enlightenment of the western technological education thought from the 18th century to the beginning of the 20th century to the development of technical education in primary and secondary schools in our country: attaching importance to the unity of the development value and the tool value of the technical education, strengthening the connection between the experience construction and the life of the children; Establish a systematic curriculum system of technical education and realize the integration of internal and external resources.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G710

【參考文獻】

相關碩士學位論文 前1條

1 彭小芳;美國中小學STEM教師合作培養(yǎng)模式分析[D];中南大學;2013年

，

本文編號：1799457