論“負(fù)面”教育的意義
發(fā)布時(shí)間：2018-10-07 17:43
【摘要】：負(fù)面教育是指在行為規(guī)范的領(lǐng)域內(nèi),運(yùn)用約束、批評(píng)、懲罰等手段針對(duì)兒童的不當(dāng)行為展開的教育。這種教育的目的在于限制、修正兒童的行為,以及讓兒童為自己的過錯(cuò)承擔(dān)相應(yīng)的責(zé)任,形成良好的行為習(xí)慣和德性。強(qiáng)制性、批判性、施以壓力等是其主要特征。 負(fù)面教育是不可或缺的教育手段。然而,在我國(guó)目前的教育實(shí)踐中,部分教育者往往忽略了或不敢使用負(fù)面教育,致使負(fù)面教育陷入被拋棄、被拒絕、被轉(zhuǎn)移、被弱化以及被扭曲的境地,使得教育趨向軟弱無(wú)力。這不僅減損了教育公平,還沖擊著紀(jì)律的權(quán)威,違背了正義的原則。把兒童完全置入一種溫情的場(chǎng)域之中,不利于形成旺盛的生命力。而且,對(duì)兒童的放逐,有使兒童的責(zé)任感流失的危險(xiǎn),并難樹兒童法的精神。 傳統(tǒng)的負(fù)面教育試圖通過壓制和規(guī)訓(xùn),以造就馴服的臣民。這種近乎殘酷的、喪失民主精神的做法受到教育理論工作者的強(qiáng)烈批判。從盧梭開始,歷經(jīng)蒙臺(tái)梭利、杜威等人,教育正式走向了發(fā)現(xiàn)兒童、解放兒童和尊重兒童之路。在這種趨勢(shì)下,一些學(xué)者對(duì)負(fù)面手段進(jìn)行了反思,甚至是質(zhì)疑和責(zé)難。如蘇霍姆林斯基、塞勒斯坦·弗內(nèi)核、斯金納、埃爾菲·艾恩、簡(jiǎn)·尼爾森等人,否定了懲罰等,認(rèn)為懲罰等是一種無(wú)效的教育手段,是對(duì)兒童內(nèi)在本性的損害。尤其在我國(guó)片面強(qiáng)調(diào)正面教育的情勢(shì)下,一些教育者喪失了冷靜的思考,試圖排除教育中的一切強(qiáng)制。 縱觀負(fù)面教育的實(shí)踐史,其發(fā)展趨勢(shì)如下：從維系權(quán)威到關(guān)注和尊重兒童,從以體罰為主到多樣化的、人性化的手段,從訴諸兒童的身體到感化和撼動(dòng)兒童的心靈與精神,從以羞辱、威懾、壓制兒童為主到以負(fù)面教育為輔。教育需要反對(duì)壓制和規(guī)訓(xùn),但不等于反對(duì)負(fù)面教育。出現(xiàn)不當(dāng)行為,這是兒童成長(zhǎng)中的正�，F(xiàn)象,是兒童行為學(xué)習(xí)中的試誤。不當(dāng)行為恰恰是教育的起點(diǎn)。對(duì)不當(dāng)行為進(jìn)行教育,這是教育者應(yīng)擔(dān)負(fù)起的責(zé)任。負(fù)面教育是一個(gè)解決問題的過程。而問題的解決,既意味著兒童的成長(zhǎng),又常常伴隨教育理論的創(chuàng)生與發(fā)展。從形式上來(lái)看,負(fù)面教育是對(duì)原始野性的否定,這種否定以必要的壓力作用于兒童。兒童的心理韌性是負(fù)面教育能夠施以壓力的前提,同時(shí)必要的壓力可以使兒童保持敏銳和慎重,以及增強(qiáng)心理韌性。負(fù)面教育又是對(duì)不當(dāng)行為的一種反饋,兒童通過反思,不斷地同化和順應(yīng)外在的要求,從而實(shí)現(xiàn)行為規(guī)范的學(xué)習(xí)。另外,負(fù)面教育所創(chuàng)造的是一種逆境。逆境往往構(gòu)成生存的動(dòng)力,有利于養(yǎng)成節(jié)制等品德,是一種富有生命意義的情境。所以,負(fù)面教育對(duì)兒童的發(fā)展是有價(jià)值的：它重組兒童的行為經(jīng)驗(yàn),督促兒童建立不應(yīng)如此的道德防線,也豐富著兒童的人性。同時(shí),負(fù)面教育也能夠滿足其他兒童的德性需要,以及發(fā)揮警示作用。它對(duì)于維持基本的教育教學(xué)秩序也具有輔助性的意義。 負(fù)面教育并不違背教育所應(yīng)該秉持的那些倫理守則。在負(fù)面教育中,教育者將兒童視為有責(zé)任的道德主體,這是另一種尊重；負(fù)面教育也不乏關(guān)愛。負(fù)面教育中的愛是一種有建設(shè)性的東西,它旨在恢復(fù)兒童正常的生長(zhǎng)方向,是一種理智的、凝重的愛；另一方面,負(fù)面教育對(duì)不當(dāng)行為的干涉并不構(gòu)成對(duì)兒童自由的侵犯,而是對(duì)更為廣泛的自由的維護(hù)。因?yàn)閮和仨殲樽约旱男袨樨?fù)責(zé)；負(fù)面教育還是一種規(guī)約,它意在讓兒童學(xué)會(huì)節(jié)制,理性地去生活,做一個(gè)自主的人；此外,負(fù)面教育是一種控制,它所追求的是秩序、效果和效率,是為了轉(zhuǎn)化為兒童內(nèi)在的控制,是正當(dāng)?shù)摹Ｋ?負(fù)面教育是一種無(wú)形的教化。同時(shí),這些倫理精神理應(yīng)成為教育者所恪守的原則。 在實(shí)踐中,教育者應(yīng)對(duì)負(fù)面教育保持謹(jǐn)慎的態(tài)度,既要認(rèn)識(shí)到負(fù)面教育作用的有限性,也要注意防止種種可能的風(fēng)險(xiǎn)。負(fù)面教育必須出于教育并為了教育。它傳遞的應(yīng)是那些有價(jià)值的觀念,而且,它要著眼于兒童優(yōu)良人格的發(fā)展,并在發(fā)展理解力和認(rèn)知洞見方面有所作為。負(fù)面教育還應(yīng)該是適當(dāng)?shù)?是兒童可接受的。它應(yīng)該努力追求藝術(shù)化的教育,防止技術(shù)主義對(duì)人的物化。負(fù)面教育之后,教育者應(yīng)該進(jìn)行積極的反思,與兒童保持溝通,并讓兒童重新被接納入所在的團(tuán)體。
[Abstract]:Negative education refers to the education of improper behavior of children by means of restriction, criticism and punishment in the field of behavioral norms. The aim of such an education is to limit and amend the behaviour of children and to assume corresponding responsibilities for their own faults and to form good behaviour and virtue. Mandatory, critical, stress, etc. are their main characteristics. Negative education is an indispensable teaching However, in our current educational practice, some educators often ignore or dare not use negative education, which causes negative education to fall into abandoned, rejected, transferred, weakened and distorted, so that education tends to be soft Weakness is weak. This not only reduces the fairness of education, but also affects the authority of discipline and violates justice. The principle of placing a child in a field of the field, which is not conducive to the formation of vigorous Vitality. Moreover, the exile of children, the risk of losing the sense of responsibility of children, and the difficulty of tree children's law The spirit of the traditional negative education tries to pass the press and gauge training, so as to To make tamed creatures. This is almost cruel, and the practice of losing democratic spirit is taught by education. The author's strong criticism. From the beginning of the century, through Montessori, Dewey and other people, the education formally went to the discovery of children, the liberation of children And to respect the road of children. In this trend, some scholars reflect on the negative means, very much To question and blame. For example, Suholmlinski, Cyrus Fran, Skinner, Erfi Een, Jane Nelson, etc., negating punishment, etc., considers that punishment, etc., is an ineffective means of education, which is the right to children The damage of the inner nature, especially in the situation of our country's emphasis on formal education, some educators have lost their cool thinking and tried to exclude teaching The development trend of the practice history of negative education is as follows: From maintaining authority to paying attention to and respecting the child, taking corporal punishment as the main to diverse and humanizing means, from resorting to the child's body to the influence and shaking of the child's heart In spirit, from shame, deterrence, repression. Child-based education is supplemented by negative education. Education needs to be opposed to suppression and discipline training but not equal to anti-negative education, which is a normal phenomenon in children's growth, It's a trial mistake in children's behavioral learning. No. When behavior is precisely the starting point of education, education is carried out on improper behavior, which It's the responsibility of educators. Negative education. Education is a problem-solving process, and the solution of the problem means that children grow and are often accompanied With the creation and development of educational theory, in the form of negative education, negative education is the negation of the original wild, which Children's mental toughness is the prerequisite for negative education to exert pressure, and the necessary pressure can keep children keen and sensitive. "Prudence, as well as enhancing mental toughness. Negative education is a kind of feedback to improper behavior, and the child continues to assimilate and conform to the requirements of the outside through reflection, assimilation and compliance." so as to realize the learning of the code of conduct. The creation of education is a kind of adversity. adversity often constitutes the motive force of survival, which is conducive to the cultivation of temperance and other virtues. A life-meaningful situation. Therefore, negative education is valuable for children's development: it reorganizes the behavior experience of children, and urges children to establish such morality Line, also enrich children's human nature. At the same time, negative education can also meet other children's virtues Need, as well as play a warning role, it is essential for maintaining basic educational teaching Order is also of complementary significance. Negative education does not. The ethical codes that should be upheld by the back education. In negative education, educators see children as the moral subject of responsibility, which is Another respect; negative education has no lack of love. Love in negative education is a constructive thing, which aims to restore the normal growth direction of children and is a rational and condensed love; on the other hand, the interference of negative education on improper behavior does not constitute an invasion of children's freedom A child must be responsible for his own actions; negative education is a statute, which is intended to allow children to learn to be restrained and rational to live and to be an autonomous person; moreover, negative education is a control What it seeks is order, effect, and efficiency, in order to It is legitimate to translate into children's internal control. So, negative education is an invisible education. At the same time, these ethics The spirit should be the principle of the educators. In practice, the educators should be cautious about the negative education, so as to realize the negative education. It is also important to pay attention to the prevention of all kinds of possible The risk of negative education must be of education and for education. It should be a valuable concept, and it should focus on the development of children's good personality and make a difference in the development of understanding and insight. Negative education should also be appropriate and acceptable to children. It should be pursued The education of art, which prevents the materialization of the technicalism. After the negative education, the educators should make a positive reflection and protect the children.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40
本文編號(hào)：2255084
[Abstract]:Negative education refers to the education of improper behavior of children by means of restriction, criticism and punishment in the field of behavioral norms. The aim of such an education is to limit and amend the behaviour of children and to assume corresponding responsibilities for their own faults and to form good behaviour and virtue. Mandatory, critical, stress, etc. are their main characteristics. Negative education is an indispensable teaching However, in our current educational practice, some educators often ignore or dare not use negative education, which causes negative education to fall into abandoned, rejected, transferred, weakened and distorted, so that education tends to be soft Weakness is weak. This not only reduces the fairness of education, but also affects the authority of discipline and violates justice. The principle of placing a child in a field of the field, which is not conducive to the formation of vigorous Vitality. Moreover, the exile of children, the risk of losing the sense of responsibility of children, and the difficulty of tree children's law The spirit of the traditional negative education tries to pass the press and gauge training, so as to To make tamed creatures. This is almost cruel, and the practice of losing democratic spirit is taught by education. The author's strong criticism. From the beginning of the century, through Montessori, Dewey and other people, the education formally went to the discovery of children, the liberation of children And to respect the road of children. In this trend, some scholars reflect on the negative means, very much To question and blame. For example, Suholmlinski, Cyrus Fran, Skinner, Erfi Een, Jane Nelson, etc., negating punishment, etc., considers that punishment, etc., is an ineffective means of education, which is the right to children The damage of the inner nature, especially in the situation of our country's emphasis on formal education, some educators have lost their cool thinking and tried to exclude teaching The development trend of the practice history of negative education is as follows: From maintaining authority to paying attention to and respecting the child, taking corporal punishment as the main to diverse and humanizing means, from resorting to the child's body to the influence and shaking of the child's heart In spirit, from shame, deterrence, repression. Child-based education is supplemented by negative education. Education needs to be opposed to suppression and discipline training but not equal to anti-negative education, which is a normal phenomenon in children's growth, It's a trial mistake in children's behavioral learning. No. When behavior is precisely the starting point of education, education is carried out on improper behavior, which It's the responsibility of educators. Negative education. Education is a problem-solving process, and the solution of the problem means that children grow and are often accompanied With the creation and development of educational theory, in the form of negative education, negative education is the negation of the original wild, which Children's mental toughness is the prerequisite for negative education to exert pressure, and the necessary pressure can keep children keen and sensitive. "Prudence, as well as enhancing mental toughness. Negative education is a kind of feedback to improper behavior, and the child continues to assimilate and conform to the requirements of the outside through reflection, assimilation and compliance." so as to realize the learning of the code of conduct. The creation of education is a kind of adversity. adversity often constitutes the motive force of survival, which is conducive to the cultivation of temperance and other virtues. A life-meaningful situation. Therefore, negative education is valuable for children's development: it reorganizes the behavior experience of children, and urges children to establish such morality Line, also enrich children's human nature. At the same time, negative education can also meet other children's virtues Need, as well as play a warning role, it is essential for maintaining basic educational teaching Order is also of complementary significance. Negative education does not. The ethical codes that should be upheld by the back education. In negative education, educators see children as the moral subject of responsibility, which is Another respect; negative education has no lack of love. Love in negative education is a constructive thing, which aims to restore the normal growth direction of children and is a rational and condensed love; on the other hand, the interference of negative education on improper behavior does not constitute an invasion of children's freedom A child must be responsible for his own actions; negative education is a statute, which is intended to allow children to learn to be restrained and rational to live and to be an autonomous person; moreover, negative education is a control What it seeks is order, effect, and efficiency, in order to It is legitimate to translate into children's internal control. So, negative education is an invisible education. At the same time, these ethics The spirit should be the principle of the educators. In practice, the educators should be cautious about the negative education, so as to realize the negative education. It is also important to pay attention to the prevention of all kinds of possible The risk of negative education must be of education and for education. It should be a valuable concept, and it should focus on the development of children's good personality and make a difference in the development of understanding and insight. Negative education should also be appropriate and acceptable to children. It should be pursued The education of art, which prevents the materialization of the technicalism. After the negative education, the educators should make a positive reflection and protect the children.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 蔣毅;;負(fù)面教育的影響探析[J];重慶電子工程職業(yè)學(xué)院學(xué)報(bào);2011年Z1期
相關(guān)碩士學(xué)位論文 前1條
1 呂娜;小學(xué)階段“反面教育”的價(jià)值與實(shí)踐對(duì)策初探[D];曲阜師范大學(xué);2013年
，本文編號(hào)：2255084
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