發(fā)布時間：2018-01-18 05:24

  本文關鍵詞：我國傳統(tǒng)家訓的立人思想及其德育價值研究　出處：《山東師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 傳統(tǒng)家訓 立人 家庭教育

【摘要】：人人有家,家家有訓,父母對子女的教導是一個人在成長的路上獲得經(jīng)驗的重要途徑,從古到今,家訓就是將一個人在成長中所遇到的種種總結(jié)成為經(jīng)驗流傳下來的一種方式,傳統(tǒng)家訓是中國傳統(tǒng)社會中形成和繁盛起來的一種家庭教育形式,主要是指父祖對子孫、家長對家人、族長對族人的直接訓示、親自教誨,在傳統(tǒng)家訓中感受到長輩對一個人的諄諄教導,如何成為一個人,如何在這個紛繁復雜的社會中立足,如何在社會生活中扮演好自己的角色,主動自覺地承擔起自己的責任,履行自己的義務,同時還能夠活出自己的人生境界,都是人在發(fā)展的過程中都要反復回答的問題,在歷史的煙云中每一個歷史時期,都有每一個時期的問題,每個時期的問題卻各有各的相似,在如何教育下一輩的問題上,傳統(tǒng)家訓在立人方面給我們有很多借鑒的地方,其傳統(tǒng)家訓的德育價值應該被進一步的挖掘使其為我們今天的社會提供更好的解決問題的途徑。本文從傳統(tǒng)家訓立人思想的依據(jù)、立人的基本要求和特點以及傳統(tǒng)家訓立人思想的歷史德育影響、傳統(tǒng)家訓立人思想的轉(zhuǎn)化和發(fā)展四個方面進行系統(tǒng)詳細的論述。中國傳統(tǒng)家訓立人思想的背景是基于對我國特殊的自然地理條件進行剖析,對產(chǎn)生在該基礎之上的小農(nóng)經(jīng)濟方式進行詳細的闡述,進而對產(chǎn)生與該經(jīng)濟基礎之上的上層建筑:政治統(tǒng)治方式、宗法制、選舉人才的制度進行探討,以及對產(chǎn)生在這基礎之上的文化進行分析,期待從政治、經(jīng)濟、文化角度上對立人思想產(chǎn)生的依據(jù)進行有效分析。傳統(tǒng)家訓立人思想是基于對立人內(nèi)涵的闡釋,從立德、立業(yè)、立人三個方面深刻闡述了立人這一詞的深刻涵義,并從眾多家訓中總結(jié)傳統(tǒng)家訓對塑造一個人的一些基本要求,通過對傳統(tǒng)家訓立人的方法:言傳身教、因人施教、嚴愛殷責、遇物而教、知行結(jié)合,以及立人的特點,從立人出發(fā)點的獨特性、立人內(nèi)容的全面性、立人方法的嚴苛性、立人實現(xiàn)的生活化等進行歸納總結(jié),可以從整體上對傳統(tǒng)家訓立人思想的基本內(nèi)容進行比較系統(tǒng)的認識。傳統(tǒng)家訓立人思想的歷史德育影響,從理論和實踐兩個方面進行探討傳統(tǒng)家訓立人思想對當今有益啟示。理論價值主要表現(xiàn)為:教育形式上重生活教育,長輩的身先示范、教育內(nèi)容上重德性培養(yǎng)、教育方法上重德性培養(yǎng)、德教過程中講求循序漸進。實踐價值主要表現(xiàn)為:重視格物致知能力的培養(yǎng),講求知行合一、重視自我反省,倡導行為自覺、重視禮的教育,引領人際關系的和諧、加強情感關懷,潤物無聲。最后,通過對立人思想的歷史局限性進行論述,使得對我國傳統(tǒng)家訓的立人思想有相對客觀的認識。傳統(tǒng)家訓立人思想的轉(zhuǎn)化和發(fā)展。通過對現(xiàn)代家庭德育面臨的挑戰(zhàn)和機遇的分析,總結(jié)出現(xiàn)代家庭德育對傳統(tǒng)家訓立人思想的借鑒,最后從親子關系、創(chuàng)建家長學校、成才觀念、家庭教育功能的分化四個方面來具體闡述現(xiàn)代社會以及現(xiàn)代家庭對傳統(tǒng)家訓立人思想的現(xiàn)代啟示。
[Abstract]:Everyone has a home, family training, parents to teach children is an important way to gain experience, a person in the growth of the road since ancient times, family motto is will all sum up a person encountered in the growth becomes a way of experience handed down, the traditional motto is China biography formed a unified society and a prosperous a form of family education, mainly refers to the fathers of children, the parents of the family patriarch of the tribe spoke directly, personally taught, feel the elders of a person in the traditional family education in teaching, how to be a person, how to survive in the complicated society, how to play its role in social life in actively and consciously assume their responsibilities to fulfill their obligations, but also be able to live their life, people will be repeatedly answered in the process of development in the history of the problem. The cloud in every historical period, every period, each period of each problem is similar in how to educate the next generation of problem, the traditional family education in cultivating people gives us a lot of experience, the value of moral education in traditional family precepts should further be mining to provide better ways to solve the problem for our society. The humanism in the traditional family education based on the basic requirements of human history influence of moral education and the characteristics of the traditional family education humanism, the four aspects of traditional family education humanism transformation and development of the system in detail. The traditional Chinese family background of humanism is the special natural geographical conditions in our country are analyzed based on the detail of the peasant economy on the foundation of generation and generation, the economic basis of the upper Architecture: the way of political ruling, the patriarchal clan system, discusses the election personnel system, as well as to produce on the basis of cultural analysis, looking from the political, economic, cultural angle between man thought of the basis for effective analysis. The traditional family education humanism is opposite to people's connotation, based on morality, career Li, three aspects expounded the profound meaning of the word man, and from a number of instructions in summing up the traditional family education in shaping some of the basic requirements of a person, through the method of traditional family man: words and deeds, individualized education, strict accountability and love Yin, case teaching, the combination of knowledge and characteristics and people, starting from the unique vertical point, comprehensive legislative content, legislative methods of the harsh nature of life, make people realize and summarize the basic content of humanism of the traditional family can from the whole of Understanding of the system. The historical influence of moral education in traditional family precepts humanism, discusses the traditional family man thought of today's Enlightenment from two aspects of theory and practice. The theoretical value of the main performance is: the form of education on life education, elders first demonstration, education content on the moral cultivation education method heavy moral cultivation of moral education in the process of pursuing value practice step by step. The main performance is: pay attention to the training of ability, Gewuzhizhi emphasizes the unity of knowledge and practice, pay attention to self reflection, advocate behavior consciousness, pay attention to etiquette education, guiding the harmonious interpersonal relationship, strengthen emotional care, run silent. Finally, discusses the historical limitations of the thought by opposition the making of China's traditional family humanism knowledge relatively objective. The transformation and development of the traditional family education humanism. Based on modern family moral education face the challenge and the machine In the analysis, summed up the modern family moral education of traditional family education humanism for reference, and finally from the parent-child relationship, parents create school, talent concept, the four aspects of family education function differentiation to elaborate the modern enlightenment of modern society and modern family people thought of the traditional family.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G78;B823.1

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1 陶行知;;自立立人歌之一[J];生活教育;2006年11期

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本文編號：1439637