課堂中的價值觀教學
發(fā)布時間：2018-09-18 15:35
【摘要】：價值多元時代的到來,使人們的生存與發(fā)展面臨著新的機遇與挑戰(zhàn)。作為專門培養(yǎng)人的一項社會實踐活動,課堂教學需要重新進行價值定位和行為反思以應對時代發(fā)展的挑戰(zhàn)。本世紀初開展的這場規(guī)模宏大、盛世空前的基礎教育課程改革,提出了知識與技能、過程與方法、情感態(tài)度與價值觀三維目標,試圖改變課堂教學過分關注知識傳授與灌輸的傾向,使學生在獲取知識與技能的同時形成一定的情感態(tài)度與價值觀。但是,審視現(xiàn)實的教學實踐,不難發(fā)現(xiàn)我們的課堂教學依然存在嚴重的應試傾向,依然囿于表層的知識教學而無法自拔,情感態(tài)度與價值觀維度的目標難以真正有效地落實。為什么會出現(xiàn)這種狀況?課堂教學到底應如何實現(xiàn)它的價值觀教學目標?在知識教學中是否能夠促進學生價值品質的養(yǎng)成?基于以上問題的思考,我們嘗試著從課堂教學的層面探討學生的價值觀培養(yǎng)問題。全文分四個部分七個章節(jié)展開論述。 論文的第一部分(即第一章)是對價值觀的本體論思考,從生活的視角入手,吸收價值哲學的相關研究成果,就價值觀的實質、特征及結構進行探討。通過對生活的考察,基于哲學研究的審思,本文認為價值觀作為一套復雜的觀念系統(tǒng),不僅是人類特有的一種精神狀態(tài),而且也是一種特殊的社會意識。主觀性與客觀性、變化性與穩(wěn)定性、一元與多元的辯證統(tǒng)一是價值觀的主要特征。價值主體、價值客體、價值標準、價值認識、價值選擇、價值實踐共同組成了價值觀的構成要素。 論文的第二部分(即第二章)是對價值觀形成過程的思考,探討了個體價值觀形成的機制問題。個體價值觀的形成是一個復雜的過程,受各方面因素的影響和制約。從形成條件看,主體需要、自我意識、生活環(huán)境和實踐活動對個體價值觀的形成具有重要作用。從形成過程看,個體價值觀的形成是一個將價值心理提升為價值觀念,進而形成價值觀的過程。在這一過程中,個體通過感知與體驗、分析與判斷、認同與選擇以及組織與體系化等一系列的心理活動,不斷建構自己的價值觀體系。從形成特點看,個體價值觀的形成是自主建構、潛移默化和循序漸進的過程。 論文的第三部分(即第三章)是從關系論的視角探討價值觀與人的發(fā)展問題。人之發(fā)展的價值追求是什么?價值觀在人的發(fā)展過程中到底發(fā)揮著怎樣的作用?為什么要強調課堂教學的價值觀目標?國際社會其他國家是否有相關的經驗值得我們學習?這些問題都將在這一部分探討。成為知行統(tǒng)一、身心和諧、融入社會的人是人之發(fā)展的價值追求。在人的發(fā)展過程中,價值觀具有行為導向、心理調節(jié)和社會認同的功能,有利于人們實踐智慧的生成、身心的健康發(fā)展以及社會化的實現(xiàn)。價值觀在人的發(fā)展過程中的重要作用,必然要求以促進人的發(fā)展為宗旨的學校教育承擔相應的責任。近年來,世界各國都將價值觀教學作為了本國教學改革的重點,這也為我國的教學實踐提供了許多寶貴的經驗。 論文的第四部分(即第四、五、六、七章)是從課堂層面來探討價值觀教學的實現(xiàn)機制問題。從教學目標看,我國課堂教學在目標定位上具有明顯的功利主義傾向,缺少對學生的精神關懷。將價值觀納入課堂教學目標體系是適應社會發(fā)展、滿足學生需要、提升教學品質的內在要求。課堂中的價值觀教學目標應圍繞著人與自然、人與社會、人與自我三個維度展開,正確處理好三維目標之間的關系,尊重學生的個體差異和獨特體驗,立足學科特點細化教學目標。從教學內容看,我國課堂教學以系統(tǒng)的知識傳授為主,教師的主要職責就是將表層的學科知識符號傳遞、灌輸給學生。其實,課堂教學不僅要“教知識的符號”,還要“教知識的意義”。任何知識都由符號、形式和意義組成,知識的意義性存在使學生通過知識習得建立價值觀成為可能。一般來說,人們會通過課程設置、教材編寫及教學內容組織等方式在教學中滲透一定的價值觀內容。從實施過程看,用傳統(tǒng)的教知識的方法進行價值觀教學其效果微乎其微,因此價值觀教學的方法論基礎應從傳統(tǒng)知識論轉向現(xiàn)代解釋學。在開展教學活動時,教師要處理好“課堂教學”與“環(huán)境營造”的關系,高度重視價值性課堂文化對學生價值觀形成的作用,積極創(chuàng)建良好的課堂文化環(huán)境。本文還提出了“深度教學”的理念,以解決學科知識教學中學生的價值觀培養(yǎng)問題。從教師的視角看,信仰危機、行為失范、心理失調是廣大一線教師面臨的現(xiàn)實困境,但是其作為價值引領者的責任擔當無法推卸。在課堂教學的過程中,教師應努力發(fā)揮自身的價值引領作用。當然,這種作用的發(fā)揮,不僅需要教師自身的努力,還需要學校及師資培養(yǎng)機構的支持。
[Abstract]:With the advent of the era of value pluralism, people's survival and development are facing new opportunities and challenges. As a social practice activity specializing in training people, classroom teaching needs to re-orientate its value and reflect on its behavior in order to meet the challenges of the development of the times. The reform puts forward three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values, and tries to change the tendency of paying too much attention to knowledge imparting and inculcating in classroom teaching so that students can form certain emotional attitudes and values while acquiring knowledge and skills. There is still a serious tendency to test-oriented, still confined to the surface of knowledge teaching and can not extricate themselves, emotional attitudes and values dimensions of the goal is difficult to truly effectively implement. Based on the above questions, we try to discuss the cultivation of students'values from the classroom teaching level. The full text is divided into four parts and seven chapters.
The first part of the thesis (the first chapter) is the ontological thinking of values, starting from the perspective of life, absorbing the relevant research results of value philosophy, discussing the essence, characteristics and structure of values. Subjectivity and objectivity, variability and stability, and the dialectical unity of monism and pluralism are the main characteristics of values. Value subject, value object, value standard, value cognition, value choice and value practice constitute the constituent elements of values.
The second part of the thesis (the second chapter) is a reflection on the formation process of individual values and explores the mechanism of the formation of individual values. The formation of individual values plays an important role. In the process of formation, the formation of individual values is a process in which the value psychology is promoted to the value concept, and then the value concept is formed. The formation of individual values is a process of self-construction, imperceptibility and gradual progress.
The third part of the thesis (the third chapter) discusses the value and human development from the perspective of relativism. What is the value pursuit of human development? What role does the value play in the process of human development? Why should we emphasize the value goal of classroom teaching? Is there any relevant experience value in other countries of the international community? In the process of human development, values have the function of behavior orientation, psychological adjustment and social identification, which is conducive to the generation of practical wisdom, the healthy development of body and mind, and society. Values play an important role in the process of human development, which necessarily requires school education with the aim of promoting human development to take corresponding responsibilities.
The fourth part of the thesis (i.e. the fourth, fifth, sixth and seventh chapters) discusses the realization mechanism of values teaching from the classroom level. To meet the needs of students and improve the quality of teaching, the teaching objectives of values in the classroom should focus on the three dimensions of human and nature, human and society, and human and self, properly handle the relationship between the three-dimensional goals, respect the individual differences and unique experience of students, and refine the teaching objectives based on the characteristics of the subject. In fact, classroom teaching should not only "teach the symbols of knowledge", but also "teach the meaning of knowledge". Any knowledge is composed of symbols, forms and meanings, and the meaningfulness of knowledge makes students know through knowledge. Knowledge acquisition makes it possible to establish values. Generally speaking, people will infiltrate certain values in teaching by means of curriculum, textbook compilation and teaching content organization. From the implementation process, the effect of teaching values by traditional teaching methods is negligible, so the methodological basis of teaching values should be based on. From traditional epistemology to modern hermeneutics, teachers should deal with the relationship between "classroom teaching" and "environment construction" in teaching activities, attach great importance to the role of value-oriented classroom culture in the formation of students'values, and actively create a good classroom cultural environment. From the teacher's point of view, belief crisis, behavioral anomie and psychological disorder are the practical dilemmas faced by the majority of front-line teachers, but their responsibility as a value leader can not be shirked. Not only the efforts of teachers themselves, but also the support of schools and teacher training institutions are needed.
【學位授予單位】：華中師范大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G420
本文編號：2248351
[Abstract]:With the advent of the era of value pluralism, people's survival and development are facing new opportunities and challenges. As a social practice activity specializing in training people, classroom teaching needs to re-orientate its value and reflect on its behavior in order to meet the challenges of the development of the times. The reform puts forward three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values, and tries to change the tendency of paying too much attention to knowledge imparting and inculcating in classroom teaching so that students can form certain emotional attitudes and values while acquiring knowledge and skills. There is still a serious tendency to test-oriented, still confined to the surface of knowledge teaching and can not extricate themselves, emotional attitudes and values dimensions of the goal is difficult to truly effectively implement. Based on the above questions, we try to discuss the cultivation of students'values from the classroom teaching level. The full text is divided into four parts and seven chapters.
The first part of the thesis (the first chapter) is the ontological thinking of values, starting from the perspective of life, absorbing the relevant research results of value philosophy, discussing the essence, characteristics and structure of values. Subjectivity and objectivity, variability and stability, and the dialectical unity of monism and pluralism are the main characteristics of values. Value subject, value object, value standard, value cognition, value choice and value practice constitute the constituent elements of values.
The second part of the thesis (the second chapter) is a reflection on the formation process of individual values and explores the mechanism of the formation of individual values. The formation of individual values plays an important role. In the process of formation, the formation of individual values is a process in which the value psychology is promoted to the value concept, and then the value concept is formed. The formation of individual values is a process of self-construction, imperceptibility and gradual progress.
The third part of the thesis (the third chapter) discusses the value and human development from the perspective of relativism. What is the value pursuit of human development? What role does the value play in the process of human development? Why should we emphasize the value goal of classroom teaching? Is there any relevant experience value in other countries of the international community? In the process of human development, values have the function of behavior orientation, psychological adjustment and social identification, which is conducive to the generation of practical wisdom, the healthy development of body and mind, and society. Values play an important role in the process of human development, which necessarily requires school education with the aim of promoting human development to take corresponding responsibilities.
The fourth part of the thesis (i.e. the fourth, fifth, sixth and seventh chapters) discusses the realization mechanism of values teaching from the classroom level. To meet the needs of students and improve the quality of teaching, the teaching objectives of values in the classroom should focus on the three dimensions of human and nature, human and society, and human and self, properly handle the relationship between the three-dimensional goals, respect the individual differences and unique experience of students, and refine the teaching objectives based on the characteristics of the subject. In fact, classroom teaching should not only "teach the symbols of knowledge", but also "teach the meaning of knowledge". Any knowledge is composed of symbols, forms and meanings, and the meaningfulness of knowledge makes students know through knowledge. Knowledge acquisition makes it possible to establish values. Generally speaking, people will infiltrate certain values in teaching by means of curriculum, textbook compilation and teaching content organization. From the implementation process, the effect of teaching values by traditional teaching methods is negligible, so the methodological basis of teaching values should be based on. From traditional epistemology to modern hermeneutics, teachers should deal with the relationship between "classroom teaching" and "environment construction" in teaching activities, attach great importance to the role of value-oriented classroom culture in the formation of students'values, and actively create a good classroom cultural environment. From the teacher's point of view, belief crisis, behavioral anomie and psychological disorder are the practical dilemmas faced by the majority of front-line teachers, but their responsibility as a value leader can not be shirked. Not only the efforts of teachers themselves, but also the support of schools and teacher training institutions are needed.
【學位授予單位】：華中師范大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G420
【引證文獻】
相關期刊論文 前2條
1 孫青;;課堂中的價值沖突與協(xié)調[J];教學與管理;2014年17期
2 孫青;;課堂中的價值沖突與協(xié)調[J];教學與管理;2014年25期
相關博士學位論文 前1條
1 楊飛云;美國學校價值觀教育研究[D];河南大學;2012年
相關碩士學位論文 前9條
1 譚力源;90后大學生價值觀現(xiàn)狀及教育對策研究[D];西南大學;2012年
2 蔣婕;語文知識的道德價值及其實現(xiàn)[D];西南大學;2013年
3 周千明;中學優(yōu)秀數學教師特征研究[D];天津師范大學;2013年
4 李顏文;回歸教學本真[D];寧波大學;2013年
5 黃師懿順;論高中語文閱讀教學中的整體感知與文本細讀[D];華中師范大學;2014年
6 孫叢叢;小學語文單元整體教學研究[D];華中師范大學;2014年
7 劉延利;思想政治課價值觀教學存在的問題及對策研究[D];河北師范大學;2014年
8 屠翔天;試論高中自然科學教學中價值教育的偏差[D];華東師范大學;2014年
9 姚薇;視頻資源在思想政治課堂教學中的運用研究[D];南京師范大學;2014年
，本文編號：2248351
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