我国当代情感教育的现实思考
发布时间：2018-07-17 02:24
【摘要】： 人是社会的主体,建设和谐社会需要心灵和谐发展的人。然而,在现代化进程中,技术理性的膨胀,人文理性的衰微,造成了人类情感的迷失。当代青少年情感世界的贫瘠以致畸变,不但引发了大量的社会问题,还可能从根本上戕害其精神发展的活力,越来越多的情感问题带来的悲剧呼唤着情感教育。本文立足于马克思主义人的全面发展学说,从文化哲学和教育哲学角度出发,对情感教育的内在规定性,当代情感教育的现实,以及今后情感教育重构的基本理念和具体实施等问题进行了深入的分析和探讨,试图对我国情感教育实践提供有价值的理论指导。论文包含以下五个部分: 第一章主要解决了情感及情感教育自身的内在规定性问题。对古今中外关于情感的学说进行了梳理,明确了情感的价值意识本质。在阐明了情感对于个体生命的意义基础上,揭示了情感教育的实质是一种生命教育、生活教育,是一个人如何在完整意义上成其为人的教育;情感教育的本体功能在于提高人的情感能力和情感品质,对人的生命本身进行塑造。 第二章对我国情感教育进行了历史追溯。原始先民借助原始艺术、神话的形式陶冶自我、寄托情感、平衡心理。中国古代儒、道、墨家对情感教育都有各自的不同主张,并在实践中形成了独特的情感教育形式与方法。中国近代的情感教育始于戊戌变法之后,以王国维、蔡元培为代表,不但引进了西方美育思想,还在实践中积极倡导和推行美育课程,实施情感教育。五四运动后,以革命的人生观及与之相应的革命的豪情壮志、爱国主义情感等方面的教育,成为情感教育的主要形式和内容。建国后,情感陶冶、情感教育仍置于人生观教育的政治范畴。 第三章对我国当代的情感教育现状进行了全面的剖析。在总结了具有情感教育色彩的教育模式及情感理论研究现状基础上,揭示了当前我国情感教育存在的主要问题,并对问题产生的原因进行了反思。并指出我国当代情感教育存在的最根本问题是情感教育背离了情感本体,情感教育远离了人的生活世界,而这也恰恰为今后情感教育的重构提供了切入点。 第四章着重阐释了当代情感教育重构的基本理念。重构的理念之一是立足情感本体。与之相应,情感教育的价值追求应该指向人的生活意义。重构的理念之二是回归生活世界。生活世界是情感教育的起点,情感教育天然地要求在人的生活世界中进行,而生活世界是鲜活的人文世界。情感教育向生活世界回归,意味着回到人的价值世界,使情感教育成为合乎真实人生、合乎人性的实践活动。 第五章对当代情感教育的实施问题提出了几点构想。首先,情感教育应该围绕人的情感需要,人的天然情感和人的负性情感三个侧重点展开。其次,探索建立在实践基础上的体验式情感教育的特点和方式。最后,构建多元化的情感教育体系,通过家庭教育、学校教育、社会教育的有机结合,共同塑造青少年的情感世界。 情感教育是一个崭新的,需要不断探索和完善的课题。未来的情感教育只有建立科学合理的情感教育目标体系,形成完整的情感教育链条,挖掘民族文化中丰富的情感教育资源为我所用,才能提高情感教育的效果。
[Abstract]:People are the main body of the society, and the building of a harmonious society needs the harmonious development of the mind. However, in the process of modernization, the expansion of the technical rationality and the decline of the human reason have caused the loss of human emotion. The impoverishment of the emotional world of the contemporary teenagers not only causes a large amount of social problems, but also may fundamentally harm the spirit of the society. The vitality of development and the tragedy brought by more and more emotional problems call for emotional education. This article is based on the theory of the all-round development of Marx, from the perspective of cultural philosophy and educational philosophy, the inherent regulation of emotional education, the reality of contemporary emotional education, and the basic ideas and concrete realities of the reconstruction of emotional education in the future. This paper makes an in-depth analysis and Discussion on Shi and other issues, and tries to provide valuable theoretical guidance for the practice of emotional education in China. The thesis consists of five parts.
The first chapter mainly solves the inherent prescriptive problem of emotion and emotion education. It combs the theory of emotion in ancient and modern times and at home and abroad, clarifies the essence of emotional value consciousness. On the basis of clarifying the meaning of emotion to individual life, it reveals that the essence of emotional education is a life education, life education is a person. How to become human education in a complete sense; the noumenon function of emotional education lies in improving people's emotional and emotional quality and shaping the human life itself.
The second chapter traces back to the history of emotional education in China. The primitive ancestors edify themselves with the help of primitive art, the form of mythology, foster emotions and balance their psychology. Ancient Chinese Confucianism, Taoism and Mohism have their own different opinions on emotional education, and formed a unique form and method of emotional education in practice. After the reform of 1898, Cai Yuanpei, represented by Wang Guowei and Cai Yuanpei, not only introduced western aesthetic education thought, but also actively advocated and implemented aesthetic education courses and carried out emotional education in practice. After the 54 Movement, the education of the revolutionary outlook on life and its corresponding revolutionary passion, patriotism and so on became the main emotional education. After the founding of new China, emotional cultivation and emotional education are still placed in the political category of outlook on life education.
The third chapter makes a comprehensive analysis of the present situation of emotional education in our country. On the basis of summarizing the current situation of educational mode and emotional theory with emotional education, it reveals the main problems existing in the current emotional education in our country, and rethinks the causes of the problems, and points out the existence of contemporary emotional education in China. The most fundamental problem is that emotional education deviates from the emotional ontology, emotional education is far away from the human life world, and this also provides a breakthrough point for the reconstruction of emotional education in the future.
The fourth chapter emphatically explains the basic idea of the reconstruction of contemporary emotional education. One of the ideas of reconstructing is based on the emotional ontology. Accordingly, the value pursuit of emotional education should point to the meaning of human life. The two of the reconstructed ideas is to return to the life world. The life world is the starting point of the emotional education, and the emotional education naturally demands the human life. The living world is carried out in the living world, and the living world is a vivid human world. The return of emotional education to the life world means returning to the world of value, making the emotional education a realistic and human practice.
The fifth chapter puts forward some ideas about the implementation of contemporary emotional education. First, the emotional education should be carried out around the emotional needs of the human, the natural emotion and the negative emotion of the human three. Secondly, to explore the characteristics and ways of experiencing emotional education based on practice. Finally, to build a diversified emotional education body. Through the combination of family education, school education and social education, we can jointly mold the emotional world of teenagers.
Emotional education is a new and need to continue to explore and improve the subject. The future of emotional education only establish a scientific and rational emotional education target system, the formation of a complete emotional education chain, mining the rich emotional education resources in national culture for our use, can raise the effect of emotional education.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G41
本文编号：2128597
[Abstract]:People are the main body of the society, and the building of a harmonious society needs the harmonious development of the mind. However, in the process of modernization, the expansion of the technical rationality and the decline of the human reason have caused the loss of human emotion. The impoverishment of the emotional world of the contemporary teenagers not only causes a large amount of social problems, but also may fundamentally harm the spirit of the society. The vitality of development and the tragedy brought by more and more emotional problems call for emotional education. This article is based on the theory of the all-round development of Marx, from the perspective of cultural philosophy and educational philosophy, the inherent regulation of emotional education, the reality of contemporary emotional education, and the basic ideas and concrete realities of the reconstruction of emotional education in the future. This paper makes an in-depth analysis and Discussion on Shi and other issues, and tries to provide valuable theoretical guidance for the practice of emotional education in China. The thesis consists of five parts.
The first chapter mainly solves the inherent prescriptive problem of emotion and emotion education. It combs the theory of emotion in ancient and modern times and at home and abroad, clarifies the essence of emotional value consciousness. On the basis of clarifying the meaning of emotion to individual life, it reveals that the essence of emotional education is a life education, life education is a person. How to become human education in a complete sense; the noumenon function of emotional education lies in improving people's emotional and emotional quality and shaping the human life itself.
The second chapter traces back to the history of emotional education in China. The primitive ancestors edify themselves with the help of primitive art, the form of mythology, foster emotions and balance their psychology. Ancient Chinese Confucianism, Taoism and Mohism have their own different opinions on emotional education, and formed a unique form and method of emotional education in practice. After the reform of 1898, Cai Yuanpei, represented by Wang Guowei and Cai Yuanpei, not only introduced western aesthetic education thought, but also actively advocated and implemented aesthetic education courses and carried out emotional education in practice. After the 54 Movement, the education of the revolutionary outlook on life and its corresponding revolutionary passion, patriotism and so on became the main emotional education. After the founding of new China, emotional cultivation and emotional education are still placed in the political category of outlook on life education.
The third chapter makes a comprehensive analysis of the present situation of emotional education in our country. On the basis of summarizing the current situation of educational mode and emotional theory with emotional education, it reveals the main problems existing in the current emotional education in our country, and rethinks the causes of the problems, and points out the existence of contemporary emotional education in China. The most fundamental problem is that emotional education deviates from the emotional ontology, emotional education is far away from the human life world, and this also provides a breakthrough point for the reconstruction of emotional education in the future.
The fourth chapter emphatically explains the basic idea of the reconstruction of contemporary emotional education. One of the ideas of reconstructing is based on the emotional ontology. Accordingly, the value pursuit of emotional education should point to the meaning of human life. The two of the reconstructed ideas is to return to the life world. The life world is the starting point of the emotional education, and the emotional education naturally demands the human life. The living world is carried out in the living world, and the living world is a vivid human world. The return of emotional education to the life world means returning to the world of value, making the emotional education a realistic and human practice.
The fifth chapter puts forward some ideas about the implementation of contemporary emotional education. First, the emotional education should be carried out around the emotional needs of the human, the natural emotion and the negative emotion of the human three. Secondly, to explore the characteristics and ways of experiencing emotional education based on practice. Finally, to build a diversified emotional education body. Through the combination of family education, school education and social education, we can jointly mold the emotional world of teenagers.
Emotional education is a new and need to continue to explore and improve the subject. The future of emotional education only establish a scientific and rational emotional education target system, the formation of a complete emotional education chain, mining the rich emotional education resources in national culture for our use, can raise the effect of emotional education.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G41
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