学苏制背景下教育学的本土化研究

发布时间：2018-04-15 13:56

本文选题：学苏制 + 教育学　；参考：《曲阜师范大学》2016年硕士论文

【摘要】：学科建设是高等教育学研究的重要内容之一。高等教育学学科发展与教育学学科发展关系密切,高等教育学研究需要坚守教育学的学科立场。中国教育学被形象的称作“舶来品”,在其百余年来的建设和发展过程中,本土化研究是一个贯穿始终的主题。新中国成立后,面对帝国主义国家的种种压迫和国内各项事业的百废待兴,中国开始了全面学习苏联的道路,苏联教育学就是在这个时期引入我国的。苏联教育学的引进对我国教育学产生了巨大影响,故而对这个时期教育学本土化的研究对我国未来教育学的建设和发展有一定的启发和借鉴意义。围绕学苏制背景下教育学的本土化研究这一主题,笔者运用了文献分析法和历史研究法,考察了建国初期我国向苏联学习的主客观因素,梳理了教育学在我国发展的基本脉络和新中国引进苏联教育学的基本情况,探究了中国教育学学者在教育学本土化研究中所做出的努力,揭示了教育学本土化过程中带来的启示。具体来讲,本文分为五个部分:绪论部分阐述了本文的选题缘由、意义,对建国初期引进苏联教育学和教育学本土化的相关研究成果进行了综述,确定了本文的研究思路和研究方法。第一章首先从建国初期我国面临的国际政治环境及国内现实状况论述了当时学习苏联的必然性;其次,根据建国前中国教育学发展的实际情况分析了学习苏联教育学的必要性。第二章描述了新中国引进苏联教育学的现状及问题。新中国对苏联教育学的引进不仅是教育学学科本身而且对其相关学科进行了全方位的模仿。本章针对苏联教育学及相关学科的引进方式和途径进行了梳理,总结出了引进过程中出现的问题。第三章对学苏制背景下教育学本土化探索进行了深入分析。中国教育学研究者逐渐认识到全盘照搬苏联教育学不能真正解决中国现实的教育问题,认识了教育学本土化的重要性,并且对教育学本土化做出了很大的努力,突出表现在中国教育学学者努力探索创建中国化的教育学科体系;对凯洛夫《教育学》进行了批判;矫枉过正又使教育学本土化走向误区。第四章针对引进苏联教育学过程中出现的问题和教育学在我国本土化出现的失误,揭示了苏联教育学在我国引进的启示,也对教育学本土化进行了反思。
[Abstract]:Discipline construction is one of the important contents of higher education research.The discipline development of higher education is closely related to the development of pedagogy.Chinese pedagogy is referred to as "foreign goods". In the course of its construction and development for more than 100 years, the study of localization is a theme that runs through all the time.After the founding of New China, in the face of all kinds of oppression of imperialist countries and the development of all kinds of domestic undertakings, China began to study the road of Soviet Union in an all-round way, and Soviet pedagogy was introduced into our country in this period.The introduction of pedagogy in the Soviet Union has had a great impact on Chinese pedagogy, so the study of localization of pedagogy in this period has certain enlightening and referential significance for the construction and development of pedagogy in the future of our country.Focusing on the theme of the localization of pedagogy in the context of the Soviet system, the author uses the literature analysis method and the historical research method to investigate the subjective and objective factors that China learned from the Soviet Union in the early years of the founding of the people's Republic of China.This paper combs the basic context of the development of pedagogy in China and the basic situation of introducing Soviet pedagogy into New China, and probes into the efforts made by Chinese pedagogical scholars in the study of localization of pedagogy.It reveals the enlightenment brought by the localization of pedagogy.Specifically, this paper is divided into five parts: the introduction part describes the reason and significance of the topic, the introduction of Soviet pedagogy and pedagogy localization of the early period of the Soviet Union research results were summarized.The research ideas and methods of this paper are determined.The first chapter discusses the necessity of studying Soviet Union from the international political environment and domestic reality in the early days of the founding of the people's Republic of China, and then analyzes the necessity of studying Soviet pedagogy according to the actual situation of the development of Chinese pedagogy before the founding of the people's Republic of China.The second chapter describes the current situation and problems of the introduction of Soviet pedagogy into New China.The introduction of Soviet pedagogy in New China is not only pedagogy itself but also its related disciplines.This chapter combs the ways and means of the introduction of Soviet pedagogy and related disciplines, and summarizes the problems in the process of introduction.The third chapter analyzes the localization of pedagogy under the background of Soviet system.Chinese pedagogy researchers gradually realized that copying Soviet pedagogy completely could not really solve the educational problems in China, recognized the importance of pedagogy localization, and made great efforts to localize pedagogy.The outstanding manifestation is that Chinese pedagogists try hard to establish the Chinese educational discipline system, criticize Kellov's Pedagogy, and overdo it and make pedagogy localization go wrong.The fourth chapter aims at the problems in the process of the introduction of Soviet pedagogy and the mistakes of pedagogy in our country, reveals the enlightenment of the introduction of Soviet pedagogy in our country, and also reflects on the localization of pedagogy.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G40

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