【摘要】：赫伯特·斯賓塞是19世紀(jì)英國(guó)著名的哲學(xué)家、社會(huì)學(xué)家。除此之外,他也是一位代表著科學(xué)、理性、進(jìn)步、實(shí)用的教育改革家,他的科學(xué)教育思想,德育思想,體育思想被世界各地的人們接受并用于廣泛的實(shí)踐之中。本文的主要研究?jī)?nèi)容為斯賓塞的快樂教育思想。在人們對(duì)“快樂教育”存有誤解以及應(yīng)試教育導(dǎo)致學(xué)生學(xué)習(xí)興趣和動(dòng)力下降的現(xiàn)狀下,斯賓塞的“快樂教育思想”對(duì)我們當(dāng)前教育有著重要的指導(dǎo)意義和啟示作用。本文主要以斯賓塞的“快樂教育”思想為研究對(duì)象,系統(tǒng)整理并分析了斯賓塞“快樂教育思想”的價(jià)值取向、內(nèi)容、特征等。必須指出,“快樂”既構(gòu)成智育、德育、體育等教育活動(dòng)有效展開的重要支撐,也是斯賓塞心目中一個(gè)重要的教育目的指向。本文主要采用文獻(xiàn)法,歷史分析法對(duì)斯賓塞快樂教育思想進(jìn)行了研究。主要包括以下內(nèi)容:第一介紹了斯賓塞“快樂教育思想”形成的歷史背景和理論基礎(chǔ)。主要從斯賓塞生活的時(shí)代背景和西方快樂教育思想的演變歷史來分析其形成的歷史背景;從實(shí)證主義哲學(xué)、快樂主義和功利主義以及對(duì)前人優(yōu)秀教育思想的吸收等角度來分析斯賓塞“快樂教育思想”的理論基礎(chǔ)。第二是斯賓塞“快樂教育思想”的主要內(nèi)容,從價(jià)值取向、教育目的、教育原則、教育方法幾個(gè)方面進(jìn)行了分析。第三是斯賓塞“快樂教育思想”的特征分析以及局限。第四是斯賓塞“快樂教育思想”的歷史意義和現(xiàn)實(shí)意義。
[Abstract]:Herbert Spencer was a famous British philosopher and sociologist in the 19 th century. In addition, he is also a representative of science, reason, progress, practical education reformers, his scientific education thought, moral education thought, sports thought accepted by people all over the world and widely used in practice. The main research content of this paper is Spence's happy education thought. In the present situation that people have misunderstandings about "happy education" and exam-oriented education leads to the decline of students' interest and motive force in learning, Spencer's "happy education thought" has important guiding significance and enlightening effect on our current education. Taking Spencer's "Happy Education" thought as the research object, this paper systematically arranges and analyzes the value orientation, content and characteristics of Spencer's "Happy Education thought". It must be pointed out that "happiness" not only constitutes an important support for the effective development of educational activities such as intellectual education, moral education and physical education, but also is an important educational goal in Spencer's mind. This article mainly uses the literature method, the historical analysis method to carry on the research to Spencer's happy education thought. The main contents are as follows: the first part introduces the historical background and theoretical basis of Spence's thought of Happy Education. Mainly from the background of Spence's life and the evolution history of the western happy education thought to analyze its historical background, from the positivism philosophy, This paper analyzes the theoretical basis of Spencer's "Happy Education thought" from the perspectives of happiness and utilitarianism as well as the absorption of predecessors' excellent educational thoughts. The second is the main content of Spence's Happy Education thought, which is analyzed from value orientation, educational purpose, educational principle and educational method. The third is the characteristic analysis and limitation of Spencer's thought of Happy Education. The fourth is the historical and practical significance of Spencer's thought of Happy Education.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G40-09

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