本文選題：陳鶴琴　切入點：活教育　出處：《西南大學》2017年碩士論文

【摘要】：陳鶴琴是我國現(xiàn)代著名的教育家,其“活教育”理論至今對我國的教育特別是兒童教育有著深刻的影響。陳鶴琴“活教育”中美育內(nèi)涵豐富,特別是在兒童美育方面有許多獨到見解。遺憾的是,目前學界幾乎沒有對陳鶴琴美育思想的系統(tǒng)研究。陳鶴琴先生還是一位重視實踐的教育家,他長期工作在教育第一線,曾創(chuàng)辦包括江西省立實驗幼稚師范學校在內(nèi)的多所學校,親身進行大量的教育實驗研究,擁有著豐富的美育實踐經(jīng)驗。因此,本文選擇對陳鶴琴“活教育”理論中的美育思想進行研究,有著理論和實踐雙重意義。本文從以下幾方面對陳鶴琴“活教育”中的美育思想進行研究:首先,從“活教育”思想的產(chǎn)生,“活教育”理論的基本框架,“活教育”思想的主要特征三個方面概述“活教育”思想�！盎罱逃彼枷氲漠a(chǎn)生受教育救國思潮的影響,經(jīng)歷了傳統(tǒng)私塾教育的苦悶,到大學確立了信念。“活教育”的理論框架主要包括:真人目的觀,生活課程觀,實踐方法觀。其次,從“感性與理性、全面與和諧、理想與激情、個性與創(chuàng)造”這四個方面闡述了陳鶴琴“活教育”理論與美育的關(guān)聯(lián)。并就“活教育”中的兒童美育觀進行專門的分析,系統(tǒng)闡述了陳鶴琴先生所主張的“兒童中心、游戲中心、健康中心”的兒童美育思想。同時,陳鶴琴先生在“活教育”中有長期的大量的實踐操作,這方面也是陳鶴琴先生對美育的獨特貢獻,而且對當下美育實踐也有重要的指導意義,因此本文開辟專節(jié)對其具體設計、活動、場景等實踐操作進行評述。最后,本文就陳鶴琴美育思想的主要特點進行了歸納總結(jié),突出其實踐特征,心理特征和學段特征。希望通過自己的研究,能對陳鶴琴先生的美育思想進行比較完整的梳理,對當今美育思想研究和美育實踐活動,以及對當下學校美育和兒童美育發(fā)展盡一份心,盡一份力。
[Abstract]:Chen Heqin is a famous educator in modern China. His theory of "living education" has a profound influence on the education of our country, especially the education of children. Especially in the field of children's aesthetic education, there are many unique opinions. Unfortunately, at present, there is almost no systematic study of Chen Heqin's aesthetic education thoughts in academic circles. Mr. Chen Heqin is also an educator who attaches importance to practice. He has long worked in the front line of education. Has established many schools, including Jiangxi Provincial Experimental Infant normal School, has carried out a large number of educational experiments and studies, and has rich experience in aesthetic education practice. This paper chooses to study the aesthetic education thought in Chen Heqin's "living education" theory, which has both theoretical and practical significance. This paper studies the aesthetic education thought of Chen Heqin's "living education" from the following aspects: first, From three aspects: the birth of "living education" thought, the basic frame of "living education" theory, the main characteristics of "living education" thought, the "living education" thought is influenced by the ideological trend of saving the nation through education. The theoretical framework of "living education" mainly includes the view of aim of real person, the view of life curriculum, the view of practice method. Secondly, from "sensibility and reason, comprehensive and harmonious, ideal and passion", the theory frame of "living education" mainly includes "sensibility and rationality, comprehensive and harmonious, ideal and passion". This paper expounds the relationship between Chen Heqin's theory of "living education" and aesthetic education in the four aspects of individuality and creation, and makes a special analysis on the view of aesthetic education of children in "living education", and systematically expounds the "children's center" advocated by Mr. Chen Heqin. At the same time, Mr. Chen Heqin has a large number of practical operations in "living Education", which is also a unique contribution to aesthetic education made by Mr. Chen Heqin. And it also has important guiding significance to the current aesthetic education practice. Therefore, this paper opens a special section to comment on its specific design, activities, scenes and other practical operations. Finally, this paper summarizes the main characteristics of Chen Heqin's aesthetic education thought. It is hoped that, through his own research, he can make a relatively complete combing of Chen Heqin's aesthetic education thought, and study the aesthetic education thought and practice activities of today's aesthetic education. And to the present school aesthetic education and children aesthetic education development of a heart, a contribution.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G610

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