發(fā)布時間：2018-01-04 15:28

  本文關鍵詞：學習的社會性研究　出處：《陜西師范大學》2016年博士論文　論文類型：學位論文

  更多相關文章： 學習 社會性 學習社會性 課堂學習 學習變革

【摘要】：人是學習的存在。學習不僅是人的本體存在方式,而且是我們每一個人最基本的生存能力和整個社會開啟富裕之門的鑰匙。學習在本質上是人類個體和人類整體的自我意識和自我超越。社會性問題是理解學習本質及其變革的核心。社會性作為學習的基本屬性,從靜態(tài)來看,學習的社會性是指彌散于構成學習的諸要素之中的基本特質,即學習主體具有社會性、學習客體具有社會性、學習中介具有社會性、學習環(huán)境等也具有社會性。從動態(tài)來看,學習的社會性強調在學習過程中參與學習活動各方相互聯系、相互作用的過程,以及在其過程中所表現出的社會基本特征。緒論部分首先將研究的問題域聚焦在學習的社會性這一核心問題上,從對深化教育本原認識的理論訴求、回應現代教育變革的理性使然、破解學習異化現象的必然選擇和探索未來學習變革的內在理路等方面澄清了研究的緣起。并對社會性、學習的社會性相關概念進行了區(qū)分和辨析,闡明了研究的理論意義和實踐和意義;梳理了國內外關于學習社會性的研究現狀和存在問題,提出了本論文研究的整體設計和研究方法等。第一章,從歷時性梳理了學習社會性的演進形態(tài)。主要采用文獻法、比較法分析了有關學習社會性認識的幾種學說,追溯了中國自先秦以來的學習社會性的思想譜系和西方自古希臘以來的學習社會性的思想脈絡,并結合當代關于學習社會性思想的基本觀點,選擇了發(fā)生認識論的代表皮亞杰、實用主義代表杜威、新行為主義班杜拉、社會文化學派代表維果斯基以及其他代表人物的零星觀點,梳理了學習社會性思想的歷史源流與思想內核,并揭示了學習社會性與時代精神變遷之間的內在聯系。第二章,從多學科視角闡明了學習社會性的立論基礎。具體從人學視角分析了認識學習社會性的邏輯前提;從哲學視角運用交往實踐觀、"生活世界"理論和主體間性理論確證了學習社會性的理論旨歸;運用人本主義心理學、建構主義心理學剖析了學習社會性的內源需求;運用社會互依理論、符號互動理論透視了學習社會性的互動效應,并從個體的社會化和社會的個性化發(fā)展層面闡明了學習社會性的學理依據。第三章,從靜態(tài)和動態(tài)闡述了學習社會性的理論圖景。主要從構成學習的主要要素入手,分析了學習主體、學習客體、學習中介和學習環(huán)境等具有的社會性特質;依據"三個世界"理論,動態(tài)地闡明了在學習過程中所面臨的三重關系,即與客觀事物的對象性關系、與他人的人際性關系和與自我的倫理性關系,并析出學習社會性的具體表征,文化性、依存性、交往性、合作性和道德性,進而對學習社會性的內隱表達——知識創(chuàng)生和外在呈現——學習共同體兩種存在方式進行了系統(tǒng)考察。第四章,立足我國學校學習的主陣地,通過實證研究對學習社會性的問題進行了實證考察。本章根據第三章提出的學習社會性分析框架,設計調查方案實施調查。主要選取小學高年級、初中、高中和大學的學生和教師,采用隨機整群抽樣的方法,通過問卷調查、比較研究、案例分析等方法系統(tǒng)考察了學習社會性的基本維度,對學校學習社會性存在的問題進行了透視,并挖掘了學習社會性問題的深層原因。第五章,結合前面研究的理論基礎和現實課堂學習實際,首先闡明了基于學習社會性學習變革的邏輯前提主要涉及到學習主體的確立、學習內涵的拓展和學習價值的轉變;從微觀層面提出了學習變革的內在理路主要在于學習身份的確認、學習意義的協(xié)商和學習實踐的參與等;從宏觀層面分析了學習變革的實踐路徑主要是轉變學習實踐觀、構建學校學習共同體和創(chuàng)設課堂學習生態(tài)等�？傊�,學習,是人生旅程中最為根源性的營生。學習,是詩意地棲居在世界中具有社會性的整個社會實踐哲學的一部分。學習在本質上是一種社會性的存在。通過學習,我們構筑同世界的關系,塑造在這個世界里實現某種抱負的能力,形成同多樣的人們共處的社會。
[Abstract]:Who is learning. Learning is not only the human body exists, and every one of us is the most basic survival ability and the whole society to open the rich door key. Learning is in essence the human individual and overall human self consciousness and self transcendence. Social problems is a key to the understanding of the essence and change of learning the basic attributes of social learning. As, from the static perspective, social learning refers to the basic characteristics of the elements of the dispersion in the form of learning, the learning subject is social. The study object is social intermediary, learning is social learning environment, also with the society. From the dynamic point of view, social the study stressed that in the process of learning to participate in the learning activities of the parties mutual connection, interaction process, and the basic social features in the process. The first part is an introduction to research The problem domain focused on the core problem of social learning, from the theory of deepening education demands the knowledge of natural response to the modern education reform, by reason, internal logic etc. the inevitable choice and explore the alienation of learning in the future learning crack change to clarify the origin of the study. And the social, social concepts study of discrimination and discrimination, expounds the research significance in theory and practice and significance; summarizes the status quo and problems of social learning at home and abroad, puts forward the overall design of this thesis and the research methods. The first chapter from the diachronic evolution of social form has reviewed the study mainly. Using the method of literature, comparative analysis of several theories about the learning of social cognition, traces the China since the pre Qin learning social thought and Western lineages since ancient Greece. Study of social ideas, combined with the basic ideas about learning social ideology of contemporary, choice of cognition on behalf of Piaget's theory of pragmatism, on behalf of Dewey, the new behavior of Bandura, Viggo J Ki and other social and cultural representative representative zero star point of view, historical origin and ideological core of combing the social learning thought. And reveal the intrinsic link between the social learning and the spirit of the times change. In the second chapter, from the multi-disciplinary perspective illustrates the theoretical basis of social learning. Analyzes the logical premise of social understanding learning from human perspective; from the perspective of philosophy by using the concept of communication practice, "theory and the subject of the life world" the theory was confirmed the social learning theory aim; the application of humanistic psychology, constructivism learning needs analysis of the endogenous social; social interdependence theory application The theory of symbolic interaction theory, the interactive effect of social learning perspective, and from the individual development level of individual socialization and social clarifies social learning theoretical basis. The third chapter expounds, from the static and dynamic picture of social learning theory. Mainly from the main elements of learning, analysis of learning the main study object, the social nature of learning and learning environment with the intermediary; on the basis of the theory of "Three Worlds", expounds the three dynamic relationship faces in the process of learning, namely object relationship with objective things, and interpersonal relationship with others and self ethical relationship, learning and precipitation the specific representation of social culture, interdependence, interaction, cooperation and moral, and implicit learning of social expression, knowledge creation and external presentation of two kinds of existing ways in the learning community For a systematic study. The fourth chapter, the main position of our country based on the school, through empirical research on the study of social problems were studied. This chapter according to the learning society of the third chapter of the analysis framework, research design implementation of the survey. The main selection of high grade primary school, junior high school, high school and college students and teachers, using random cluster sampling method, through the questionnaire survey, comparative study, case analysis and other methods, investigated the basic dimensions of social learning, the perspective of the school social learning problems, and excavate the deep reasons of learning social problems. In the fifth chapter, on the basis of the theory of previous research and the reality of classroom learning practice, first expounded the study of social learning logic prerequisite for change mainly related to the establishment of learning subject based on the change of learning content and learning from the development value; The micro level put forward the inner logic of learning change mainly lies in the confirmation of the identity of the learning, the learning significance of the study and practice of consultation and participation; from the macro level analysis of the practice of learning path change mainly is to change the learning view of practice, the construction of school learning community and create classroom learning ecology. In a word, learning, life is the most as a source of learning. That is a part of the whole social practice philosophy poetically with social learning in the world. In essence is a kind of social existence. Through the study, we build a relationship with the world, shaping the ability to achieve some ambition in the world, with a variety of forms people live in the society.

【學位授予單位】：陜西師范大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：G42

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