本文關(guān)鍵詞：伊里奇非學(xué)�；逃枷爰捌鋵�(duì)我國(guó)構(gòu)建學(xué)習(xí)型社會(huì)的啟示　出處：《福建師范大學(xué)》2008年碩士論文　論文類型：學(xué)位論文

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【摘要】： 伊凡·伊里奇(Ivan Illich)是美國(guó)教育批判家,“非學(xué)�；\(yùn)動(dòng)”的重要代表人物之一。他從社會(huì)批判理論、新馬克思主義思想、存在主義理論及“被壓迫者教育學(xué)”等出發(fā),對(duì)美國(guó)上世紀(jì)70年代所面臨的教育和社會(huì)問(wèn)題進(jìn)行了反思,認(rèn)為學(xué)校教育是加劇貧困和造成社會(huì)不平等的重要原因,提出廢除學(xué)校教育代之以“學(xué)習(xí)網(wǎng)絡(luò)”的主張。本論文探討了伊里奇的非學(xué)校化教育思想生成的歷史背景和理論淵源,闡述了其非學(xué)�；逃枷氲幕緝�(nèi)容,分析了伊里奇教育思想的理論和實(shí)踐意義,肯定了其教育思想的積極因素,也揭示了其局限與不足。同時(shí),結(jié)合目前我國(guó)學(xué)校教育中存在的問(wèn)題,闡發(fā)了伊里奇教育思想對(duì)構(gòu)建我國(guó)學(xué)習(xí)型社會(huì)的若干啟示。論文指出,伊里奇非學(xué)�；逃枷朐谝韵滤膫�(gè)方面對(duì)我們建構(gòu)學(xué)習(xí)型社會(huì)具有積極的意義:改造傳統(tǒng)的封閉、壟斷和終極性的學(xué)校教育體系,實(shí)現(xiàn)縱橫交錯(cuò)結(jié)合的一體化的教育體系;充分發(fā)揮社會(huì)教育的潛能,實(shí)現(xiàn)社會(huì)整體化的教育價(jià)值;確立學(xué)習(xí)者的主體性地位,賦予學(xué)習(xí)者學(xué)習(xí)的主動(dòng)權(quán);轉(zhuǎn)變教師的傳統(tǒng)角色,對(duì)教師角色實(shí)行新的功能定位。
[Abstract]:Ivan Ilyich (Ivan Illich) is an American education critic, one of the most important representatives of the non school movement ". His critical theory from the society, the new Marx doctrine of existentialism and the" oppressed of education ", the education and social issues facing the United States in 70s on a century of reflection, think school education is an important cause of poverty and social inequality, the proposed abolition of school education replaced by" advocate learning network ". The historical background and theoretical origins of this thesis discusses the non school education Ilych generation, expounds the basic content of the non school education, analyzes the Ilych education the thought of theoretical and practical significance, the positive factors of the education thought, also reveals the limitations and shortcomings. At the same time, the existing problems in school education in china, The elucidation of the Ilych Educational Thoughts on building our country to study some enlightenment society. The paper points out that Ilych deschooling education thoughts in the following four aspects of our construction of a learning society is of positive significance to reform the traditional closed monopoly and the ultimate of the school education system, realize the integration of the education system is arranged in a crisscross pattern give full play to the potential; social education, realize the education value of whole social status; establish the subjectivity of learner's initiative to learning; the traditional role change of teachers, carry out the new functional orientation of Teachers'Role.

【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2008
【分類號(hào)】：G40

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 禹建平;“非學(xué)校化”思想對(duì)中國(guó)愛(ài)國(guó)主義教育的啟示[D];華中科技大學(xué);2010年

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本文編號(hào)：1429957