杜威以學(xué)生為中心德育主體觀研究
發(fā)布時間：2018-09-07 08:46
【摘要】： 約翰·杜威(John Dewey,1859—1952),美國著名哲學(xué)家、教育家,實用主義哲學(xué)的創(chuàng)始人之一,美國進步主義教育運動的代表。杜威的德育思想產(chǎn)生于美國社會從傳統(tǒng)社會向工業(yè)化、城市化、現(xiàn)代化社會的轉(zhuǎn)型時期,意在探索符合新的社會發(fā)展需要的德育理念與行之有效的德育措施。他從實用主義經(jīng)驗論的哲學(xué)立場出發(fā),在對前人各種德育學(xué)說批判繼承、辨證綜合的基礎(chǔ)上,提出了以學(xué)生為中心的德育主體觀,為其后學(xué)校德育主體理論的發(fā)展提供了新的方向。由于我國正處于由傳統(tǒng)社會向現(xiàn)代社會轉(zhuǎn)型時期,我們有理由相信,運用馬克思主義科學(xué)的世界觀和方法論對杜威以學(xué)生為中心的德育主體觀進行科學(xué)的分析和研究,對于我們正確應(yīng)對和解決當(dāng)前學(xué)校道德教育中存在的諸多問題必然有著重要的啟示和借鑒意義,也必將有助于我們在學(xué)校德育領(lǐng)域落實以人為本的科學(xué)發(fā)展觀、改革和完善我國學(xué)校道德教育體系,確實值得我們對其加以深入、系統(tǒng)的研究。 本文由四部分組成: 第一部分:導(dǎo)論,介紹了選題的原因及本課題研究的理論意義和實踐意義,簡要介紹了杜威德育主體觀的研究進展和本文的主要工作。 第二部分:從社會背景、理論來源和實踐基礎(chǔ)等方面闡述了杜威以學(xué)生為中心的德育主體觀的產(chǎn)生過程。 第三部分:從杜威對道德教育的基本概念、基本理論、基本原則和途徑等方面的論述中解析杜威以學(xué)生為中心的德育主體觀的基本內(nèi)容,進而對杜威以學(xué)生為中心的德育主體觀的進步性與局限性進行了簡要的得失分析和評價。 第四部分:借鑒杜威以學(xué)生為中心的德育主體觀,提出本文作者對于促進我國學(xué)校道德教育改革與完善的思考與建議。認為我國新時期的學(xué)校道德教育應(yīng)該堅持“以人為本”的德育理念,積極倡導(dǎo)以學(xué)生為中心的道德教育原則,把社會生活實踐作為當(dāng)前學(xué)校道德教育理論的出發(fā)點和歸宿,創(chuàng)新德育模式,拓展道德教育途徑,建立平等民主和諧的新型師生關(guān)系,實現(xiàn)德育與知識教育的統(tǒng)一,促進學(xué)生的和諧發(fā)展。
[Abstract]:John Dewey,1859-1952, a famous American philosopher, educator, one of the founders of pragmatism, represents the progressive education movement in the United States. Dewey's moral education thought originated in the transition period of American society from traditional society to industrialization, urbanization and modern society. It is intended to explore the moral education concept and effective moral education measures which meet the needs of new social development. Proceeding from the philosophical standpoint of pragmatism and empiricism, and on the basis of criticizing and inheriting all kinds of moral education theories before him, he put forward a student-centered subjective view of moral education. It provides a new direction for the development of the subject theory of school moral education. Since our country is in a period of transition from traditional society to modern society, we have reason to believe that using Marxist scientific world outlook and methodology to carry out scientific analysis and research on Dewey's student-centered subjective view of moral education. It is of great significance for us to correctly deal with and solve the problems existing in the current moral education in schools, and will certainly help us to implement the scientific development view of people-oriented in the field of moral education in schools. The reform and improvement of our school moral education system is indeed worth our in-depth and systematic study. This article is composed of four parts: the first part: introduction, introduced the reason of the topic and the theoretical and practical significance of this research, briefly introduced the research progress of Dewey's moral education subjective view and the main work of this paper. The second part: from the social background, the theory source and the practice foundation and so on, elaborated Dewey takes the student as the center the moral education subjective view to produce the process. The third part: from Dewey's discussion on the basic concept, basic theory, basic principles and ways of moral education, it analyzes the basic contents of Dewey's student-centered subjective view of moral education. Furthermore, the author makes a brief analysis and evaluation on the progress and limitation of Dewey's student-centered subjective view of moral education. The fourth part: drawing lessons from Dewey's student-centered subjective view of moral education, the author puts forward some thoughts and suggestions to promote the reform and perfection of moral education in our country. It is believed that the moral education in schools in the new period should adhere to the moral education idea of "people-oriented", actively advocate the principle of student-centered moral education, and take the practice of social life as the starting point and end-result of the current school moral education theory. We should innovate the moral education mode, expand the way of moral education, establish a new relationship of equality, democracy and harmony between teachers and students, realize the unity of moral education and knowledge education, and promote the harmonious development of students.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G40-09
本文編號：2227778
[Abstract]:John Dewey,1859-1952, a famous American philosopher, educator, one of the founders of pragmatism, represents the progressive education movement in the United States. Dewey's moral education thought originated in the transition period of American society from traditional society to industrialization, urbanization and modern society. It is intended to explore the moral education concept and effective moral education measures which meet the needs of new social development. Proceeding from the philosophical standpoint of pragmatism and empiricism, and on the basis of criticizing and inheriting all kinds of moral education theories before him, he put forward a student-centered subjective view of moral education. It provides a new direction for the development of the subject theory of school moral education. Since our country is in a period of transition from traditional society to modern society, we have reason to believe that using Marxist scientific world outlook and methodology to carry out scientific analysis and research on Dewey's student-centered subjective view of moral education. It is of great significance for us to correctly deal with and solve the problems existing in the current moral education in schools, and will certainly help us to implement the scientific development view of people-oriented in the field of moral education in schools. The reform and improvement of our school moral education system is indeed worth our in-depth and systematic study. This article is composed of four parts: the first part: introduction, introduced the reason of the topic and the theoretical and practical significance of this research, briefly introduced the research progress of Dewey's moral education subjective view and the main work of this paper. The second part: from the social background, the theory source and the practice foundation and so on, elaborated Dewey takes the student as the center the moral education subjective view to produce the process. The third part: from Dewey's discussion on the basic concept, basic theory, basic principles and ways of moral education, it analyzes the basic contents of Dewey's student-centered subjective view of moral education. Furthermore, the author makes a brief analysis and evaluation on the progress and limitation of Dewey's student-centered subjective view of moral education. The fourth part: drawing lessons from Dewey's student-centered subjective view of moral education, the author puts forward some thoughts and suggestions to promote the reform and perfection of moral education in our country. It is believed that the moral education in schools in the new period should adhere to the moral education idea of "people-oriented", actively advocate the principle of student-centered moral education, and take the practice of social life as the starting point and end-result of the current school moral education theory. We should innovate the moral education mode, expand the way of moral education, establish a new relationship of equality, democracy and harmony between teachers and students, realize the unity of moral education and knowledge education, and promote the harmonious development of students.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G40-09
【引證文獻】
相關(guān)碩士學(xué)位論文 前1條
1 石夢瑤;基于童謠活動的小學(xué)生德育研究[D];浙江師范大學(xué);2011年
，本文編號：2227778
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