本文選題：想象力時(shí)代 + 心理工具�。� 參考：《華東師范大學(xué)》2016年博士論文

【摘要】：隨著第三次工業(yè)革命的持續(xù)推進(jìn),“信息化時(shí)代”(Information Age)已經(jīng)不能完全準(zhǔn)確地描述人類(lèi)現(xiàn)時(shí)期的社會(huì)形態(tài),而是逐漸被“想象力時(shí)代”(Imagination Age)所代替。新時(shí)代中,想象力與創(chuàng)造力的重要性將會(huì)逐步超過(guò)知識(shí)與信息。相應(yīng)的,人才培養(yǎng)理念、培養(yǎng)內(nèi)容以及培養(yǎng)方式也將會(huì)隨之發(fā)生巨大變革。而處在大變革的前夜,我國(guó)教育顯然還沒(méi)有做好準(zhǔn)備,甚至可以說(shuō)是危機(jī)重重,具體表現(xiàn)在四個(gè)方面：(1)教育目的(道德危機(jī)與潛規(guī)則德育)；(2)教育內(nèi)容(課堂教學(xué)危機(jī)與唯知識(shí)教育)；(3)教育方式(組織管理危機(jī)與工廠化教育)；(4)教育評(píng)價(jià)(評(píng)價(jià)方式危機(jī)與唯分?jǐn)?shù)教育)。每一重教育危機(jī)的背后無(wú)不隱藏著想象力的危機(jī)。如何以一種富有想象力的教育形式,來(lái)培養(yǎng)出富有想象力的人,從而適應(yīng)這個(gè)即將顯現(xiàn)的富有想象力的時(shí)代,顯然是本文的首要關(guān)切。想象教育論域也得以由此展開(kāi)。借鑒馬克斯·韋伯的理想型分析法,“想象力”將會(huì)是一個(gè)“透鏡式”觀察與研究當(dāng)今社會(huì)尤其是教育領(lǐng)域的絕佳工具與突破口。鑒于想象基礎(chǔ)理論的復(fù)雜性,將其引入教育領(lǐng)域,需要經(jīng)歷一個(gè)簡(jiǎn)約化的過(guò)程：通過(guò)想象理論的“奧卡姆剃刀”,想象力的家族概念和近親家族概念將得到辨析與澄清；通過(guò)想象理論的“教育之眼”,想象理論的教育屬性將逐步得到彰顯。事實(shí)上,針對(duì)想象教育(Education Through Imagination)理論,加拿大(富有想象力教育)、美國(guó)(想象學(xué)習(xí)能力清單)以及我國(guó)臺(tái)灣地區(qū)(未來(lái)想象與創(chuàng)意人才培育計(jì)劃)已經(jīng)展開(kāi)了富有成效的探索。這些探索成果將為我國(guó)想象教育論的本土轉(zhuǎn)化與創(chuàng)生提供啟示。本文在分析這些有益經(jīng)驗(yàn)的基礎(chǔ)上,綜合借鑒維果斯基的心理工具理論以及基蘭·伊根教授的“富有想象力教育”理論,嘗試提出了想象教育(ETI)的四大理論基礎(chǔ)與預(yù)設(shè)：(1)人人都有想象力并有想象的權(quán)利；(2)想象力是一個(gè)不斷發(fā)展的過(guò)程(初級(jí)想象力和高級(jí)想象力縱向遞進(jìn),認(rèn)知想象力和情感想象力橫向融合)；(3)想象力可以被教授(基于心理工具與中介學(xué)習(xí)理論)；(4)想象力是一種教育方法論(貫穿學(xué)科教育、公民教育和道德教育)。正是以這些理論預(yù)設(shè)為前提條件,本文又接著提出了更具操作性的想象教育策略體系：(1)課程組織策略(自上而下的主題中心式課程和自下而上的問(wèn)題中心式課程)；(2)教學(xué)設(shè)計(jì)策略(神話階段、浪漫階段和哲學(xué)階段)；(3)評(píng)價(jià)設(shè)計(jì)策略(想象力商數(shù)Imagination Quotient和想象力赤字Imagination Deficit。同時(shí),在想象教育的本土轉(zhuǎn)化與創(chuàng)生過(guò)程中,需要注意三個(gè)非常重要的中國(guó)語(yǔ)境問(wèn)題：想象力的權(quán)利啟蒙；針對(duì)知識(shí)與理性的態(tài)度；重視學(xué)業(yè)成就。展望未來(lái)想象教育的發(fā)展空間,主要分為三個(gè)層次：(1)從微觀上講,想象教育需要以理論與實(shí)踐為根基,建立一套成熟完整的教學(xué)模式：(2)從中觀上講,想象教育要突破自身局限,經(jīng)由想象教育(想象力中心)走向教育想象(以教育中心),讓全體教育系統(tǒng)(包括學(xué)科在內(nèi))獲得更大的可能性發(fā)展空間；(3)從宏觀上講,想象教育需要突破教育系統(tǒng),走向社會(huì),充分發(fā)揮教育或教育學(xué)想象力,以“教育立場(chǎng)”和“教育尺度”關(guān)照社會(huì)發(fā)展,并矢志于“教育國(guó)”的理想,這是教育人以及教育學(xué)人不應(yīng)放棄的使命與擔(dān)當(dāng)。
[Abstract]:With the continuous advancement of the third industrial revolution, the "information age" (Information Age) has been unable to describe the human society in a complete and accurate manner, but is gradually replaced by the "Imagination Age". In the new era, the importance of imagination and creativity will gradually exceed knowledge and information. There will be a great change in the concept of talent training, the training content and the way of training. In the eve of the great change, the education of our country is clearly not ready, and it may even be said to be a crisis, specifically in four aspects: (1) educational purposes (moral crisis and submersible moral education); (2) educational content (classroom teaching crisis and) Only knowledge only education); (3) education mode (organizational management crisis and factory Education); (4) education evaluation (evaluation mode crisis and only fractional Education). Behind every education crisis is hidden from the crisis of imagination. How to cultivate imaginative people with an imaginative educational form to adapt to this forthcoming The imaginative age is obviously the primary concern of this article. The realm of imagination education is also unfolded. Using Max Webb's ideal analysis method, "imagination" will be a "lens" to observe and study the great tools and breakthroughs of today's society, especially in the field of education. Complexity, introducing it into the field of education, needs to experience a simplified process: through the Occam razor of imagination, the family concept of imagination and the family concept of close relatives will be discriminated and clarified; through the "eye of education" of the imagination theory, the educational property of imagination will be gradually displayed. The Education Through Imagination theory, Canada (imaginative Education), the United States (the list of imagination learning ability) and the Taiwan region of our country (the future imagination and creative talent cultivation plan) have already carried out fruitful exploration. These exploration results will provide inspiration for the native transformation and creation of the theory of imagination in our country. Based on the analysis of these useful experiences, the paper tries to put forward four theoretical foundations and presuppositions of imagination Education (ETI) by using the theory of Viggo J Ki's psychological tools and the theory of imaginative education by Professor Kieran Egan: (1) the right of imagination and imagination; (2) imagination is a continuous development. The process (the primary imagination and the advanced imagination of the vertical, cognitive imagination and the horizontal integration of the emotional imagination); (3) imagination can be taught (based on psychological tools and intermediary learning theory); (4) imagination is an educational methodology (through disciplinary education, civic education and moral education). It is based on these theoretical presuppositions. Conditions, this article then puts forward more operational imagination education strategy system: (1) curriculum organization strategy (top-down subject centered curriculum and bottom-up problem centered course); (2) teaching design strategy (mythological stage, romantic stage and philosophical order); (3) evaluation design strategy (imagination quotient Imagination Quotien) T and the imagination deficit Imagination Deficit., at the same time, in the indigenous transformation and creation process of imagination education, we need to pay attention to three very important Chinese contextual problems: the Enlightenment of the right of imagination, the attitude towards knowledge and reason, the emphasis on academic achievement and the prospect of the future development of imagination education, which are divided into three levels: (1) On the microcosmic point of view, imagination education needs to be based on theory and practice and set up a set of mature and complete teaching modes. (2) from the middle point of view, imagination education should break through its own limitations and move to educational imagination (the center of Education) by imaginary Education (imagination Center), and make the whole educational system (including the subject) more likely to develop. Space; (3) from the macro point of view, imagination education needs to break through the educational system, go to the society, give full play to the imagination of education or pedagogy, take "educational position" and "educational scale" to take care of the social development, and aim at the ideal of "educational state", which is the mission and responsibility of the educating and pedagogics.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G40
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本文編號(hào)：1853574