本文選題：社會轉型　切入點：異化　出處：《東北師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：中國目前的社會轉型使社會結構發(fā)生深刻變化,社會轉型包括了體制機制的轉軌、利益的調整和觀念的轉變。社會轉型促進了教育的變革和發(fā)展。社會轉型背景下教育的巨變表現為教育更加適應社會轉型并成為社會轉型的推動力量,更加注重用變革去推動教育教學實踐的改進。社會轉型促進了教育教學的發(fā)展,但不可否認的是,社會轉型過程中伴隨著異化的存在,這些異化問題影響了教育教學的發(fā)展,也成為教育教學異化的原因。社會轉型促進了教育教學的變革,但是社會轉型過程中多元價值取向、功利主義思想和主體性發(fā)展等因素也無可避免地導致了教育異化的產生。社會轉型間接地影響了教學領域的異化,教學的異化集中表現為教學觀異化、教學娛樂化、教學技術化和教學知識化。透過這些異化現象,分析異化產生的根源,尋求異化的解決路徑,以實現教學促進人的全面自由發(fā)展為目的,是當前研究的主要任務。本文分為五個部分。導論部分交代了作者的研究緣起,介紹了轉型社會這一研究背景,并對以往關于教育異化的研究進行了總結,確立了研究的主要內容并闡釋了本文的研究意義和價值。正文第一部分對論文中的核心概念進行了梳理和界定,對諸如異化、教育異化、教學異化等基本概念的內涵進行了闡釋。正文第二部分通過對中國社會轉型概況的解讀,分析轉型時期社會中存在的一些異化問題以及社會轉型時期教育領域內的異化問題,并對教育異化的原因進行探討。正文第三部分是文章的重點,從轉型時期教育異化問題延伸到課堂教學的異化,將問題深入到課堂教學之中,并分析了社會轉型時期價值多元、功利主義思想等因素影響下課堂教學異化的幾種表現:教學觀異化、教學娛樂化、教學知識化和教學技術化,整體把握課堂教學異化的內涵和表現。正文最后一部分對課堂教學本真狀態(tài)進行了解讀,立足于課堂教學異化的現實,對課堂教學異化進行反思并在反思的基礎上尋求教學異化的超越路徑,以達到將課堂教學回歸到本真狀態(tài)的目的。
[Abstract]:China present social transformation of the social structure has undergone profound changes, the social transformation includes the transition mechanism, change the adjustment of interests and ideas. The social transformation has promoted the reform and development of education. Education changes under the background of social transformation in education to adapt to the social transformation and become the driving force of social transformation, pay more attention to with the change to promote the improvement of teaching practice. The social transformation has promoted the development of education and teaching, but it is undeniable that in the process of social transformation with the alienation, the alienation problem affects the development of education and teaching, education has also become a cause of alienation. The social transformation has promoted the reform of education and instruction. But in the process of social transformation in the multi value orientation, factors of utilitarianism and subjective development will inevitably lead to education alienation. Social transformation between Ground of alienation in the field of teaching, teaching focuses on teaching alienation alienation, teaching entertainment, teaching technology and teaching knowledge. Through the phenomenon of alienation, alienation and root cause analysis, to find a solution path of alienation, in order to achieve the free and all-round development of people for the purpose of promoting teaching is the main task. Research. This paper is divided into five parts. The introduction part the author introduces the research origin, the research background of social transformation, and the previous studies on the alienation of education are summarized, the main research contents and explains the significance and value of this research. The first part of the core concept of the paper defines, such as alienation, alienation of education, basic concepts of teaching alienation are expounded. The second part of the interpretation of the general situation of the social transformation Chinese, Analysis on the alienation problem during the period of social transformation in the presence of some problems and the alienation of education during the social transition in the field, and to discuss the reasons of the alienation of education. The third part is the focus of the article, from the alienation of education problem during the transition period extends to the alienation of classroom teaching, the problems in the classroom teaching, and analyzes the social transformation during the period of plural values, several forms of classroom teaching alienation of utilitarianism and other factors under the view of teaching: teaching alienation, entertainment, teaching knowledge and teaching technology, connotation and performance of the overall grasp teaching alienation. The last part of the true state of classroom teaching is analyzed, based on the teaching reality of alienation, reflections on the teaching of alienation and beyond to seek the path of teaching alienation on the basis of reflection, in order to return to the true shape of classroom teaching The purpose of the state.

【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G424

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本文編號：1612277