價值觀是文化中最核心的部分（Hofstede,Hofstede,&Minkov,2010）。價值觀對國家發(fā)展（Childe,1952;Halamandaris,2004;Tu,1996;Wiener,2004）、社會文化建構(gòu)（Basá?ez,2016;Brogan,1994）和個人行為模式（Gudykunst,2001,Kim&Park,2015;Triandis,2012）有著關(guān)鍵性影響。在特定社會背景下,一代代歷史人物不斷“建構(gòu)、解構(gòu)并重構(gòu)價值觀體系”（Kulich,2011,p.52）。因此,價值觀是動態(tài)的。價值觀通過教育影響人和社會的發(fā)展。研究一個社會的教育價值觀及其歷史轉(zhuǎn)變是理解該社會中人與文化的基本途徑之一。本研究旨在從歷史文獻視角探索中國教育價值觀及其轉(zhuǎn)變。本論文旨在回答兩個研究問題。1.什么是中國教育價值觀,包括傳統(tǒng)儒家教育價值觀和當(dāng)前中國教育價值觀?2.從古至今,中國教育價值觀是如何轉(zhuǎn)變的?通過歷史分析和文獻分析的研究方法,本研究呈現(xiàn)了中國教育價值觀圖表（圖6.1和附件）,中國基本教育價值觀（圖6.2）,傳統(tǒng)儒家教育價值觀（圖4.12）和當(dāng)前中國教育價... 

【文章來源】：上海外國語大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁數(shù)】：222 頁

【學(xué)位級別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research Motivation
    1.2 Research Background
    1.3 Research Questions
    1.4. Research Procedures
    1.5 Organization of the Dissertation
Chapter Two Literature Review
    2.1 Values
        2.1.1 Definition of Values
        2.1.2 Nature of Values
            2.1.2.1 Values are Powerful
            2.1.2.2 Values are Hierarchical
            2.1.2.3 Values are Dynamic
            2.1.2.4 Values are Educational Outcomes
    2.2 Theoretical Foundations
        2.2.1 Kluckhohn and Strodtbeck’s Values Orientation Theory
        2.2.2 Schwartz’s Theory of Basic Human Values
        2.2.3 Greenfield’s Theory of Social Change and Human Development
    2.3 Educational Values
        2.3.1 Definition of Education
        2.3.2 Educational Values
        2.3.3 Working definition of Educational Values for this dissertation
        2.3.4 Studies about Chinese Educational Values
    2.4 Chapter Summary
Chapter Three: Research Methodology
    3.1 Research Methods
        3.1.1 Historical Analysis
        3.1.2 Documentary Analysis
        3.1.3. Historical Documentary Analysis: A Combined Approach
    3.2 Reliability and Validity in Qualitative Research
    3.3 Qualitative Data Analysis
    3.4 Chapter Summary
Chapter Four Historical Analysis of Chinese Educational Values before PRC(2100 BC-1949)
    4.1 Introduction
    4.2 Historical Development of Chinese Educational Values before PRC
        4.2.1 Educational Values in the Xia Dynasty
        4.2.2 Educational Values in the Shang Dynasty
        4.2.3 Educational Values in the Western Zhou Dynasty: the Duke of Zhou
        4.2.4 Educational Values in the Spring and Autumn and Warring States Period
            4.2.4.1 Educational Values of Lao Zi
            4.2.4.2 Educational Values of Confucius
            4.2.4.3 Educational Values of Mencius
            4.2.4.4 Educational Values of Xun Zi
            4.2.4.5 Educational Values of Guan Zi
            4.2.4.6 Educational Values of Mo Zi
        4.2.5 Educational Values in the Qin Dynasty: Han Feizi
        4.2.6 Educational Values in the Han Dynasty
            4.2.6.1 Educational Values of Huanglao School
            4.2.6.2 Educational Values of Dong Zhongshu
            4.2.6.3 Educational Values of Wang Chong
        4.2.7 Educational Values in the Tang Dynasty: Han Yu
        4.2.8 Educational Values in the Song Dynasty
            4.2.8.1 Educational Values of Zhu Xi
            4.2.8.2 The Imperial Civil Service Examination
        4.2.9 Educational Values from the Opium War to PRC
            4.2.9.1 Christian Educational Values in China
            4.2.9.2 Educational Values of Zhang Zhidong
            4.2.9.3 Educational Values of Kang Youwei
            4.2.9.4 Educational Values of Cai Yuanpei
            4.2.9.5 Educational Values of Tao Xingzhi
    4.3 Comparison of the Educational Values of 16 Chinese Educators
    4.4 Chinese Confucian Educational Values
    4.5 Chapter Summary
Chapter Five Documentary Analysis of Chinese Educational Values in PRC(1949-2016)
    5.1 Introduction
    5.2 Historical Development of Educational Values during PRC
        5.2.1 Educational Values before the“Five-Year-Plan”(1949-1953)
        5.2.2 Educational Values in the First“Five-Year-Plan”(1953-1957)
        5.2.3 Educational Values in the Second“Five-Year-Plan”(1958-1962)
        5.2.4 Educational Values in the Third“Five-Year-Plan”(1966-1970)
        5.2.5 Educational Values in the Fourth“Five-Year-Plan”(1971-1975)
        5.2.6 Educational Values in the Fifth“Five-Year-Plan”(1976-1980)
        5.2.7 Educational Values in the Sixth“Five-Year-Plan”(1981-1985)
        5.2.8 Educational Values in the Seventh“Five-Year-Plan”(1986-1990)
        5.2.9 Educational Values in the Eighth“Five-Year-Plan”(1991-1995)
        5.2.10 Educational Values in the Ninth“Five-Year-Plan”(1996-2000)
        5.2.11 Educational Values in the Tenth“Five-Year-Plan”(2001-2005)
        5.2.12 Educational Values in the Eleventh“Five-Year-Plan”(2006-2010)
        5.2.13 Educational Values in the Twelfth“Five-Year-Plan”(2011-2015)
        5.2.14 Educational Values in the Thirteenth“Five-Year-Plan”(2016- )
    5.3 Educational Value Transformation in PRC
    5.4 Current Chinese Educational Values
    5.5 Chapter Summary
Chapter Six: General Analysis and Discussion
    6.1 Introduction
    6.2 A Collection of Chinese Educational Values
    6.3 Transformations of Chinese Educational Values
        6.3.1 Holistic Chinese Educational Value Transformation
        6.3.2 Transformations of Chinese Specific Educational Values
            6.3.2.1 Significance of Education, Respect for teacher, Religion andLaw
            6.3.2.2 Confucian Moral Education, Socialist Moral Education andIntelligent Education
            6.3.2.3 The Most Important Educational Content
    6.4 Examination of Cross-cultural Value Theories
        6.4.1 Theory of Value Orientation
        6.4.2 Schwartz Value Survey
        6.4.3 Theory of Social Change and Human Development
    6.5 Chapter Summary
Chapter Seven: Conclusions
    7.1 Summary of the Dissertation
    7.2 Contributions of the Present Research
        7.2.1 Theoretical Contributions
        7.2.2. Methodological Contributions
        7.2.3 Social Contributions
    7.3 Research Limitations
    7.4 Suggestions for Further Studies
References
Appendixes


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