杜威以学生为中心德育主体观研究
发布时间：2018-09-07 08:46
【摘要】： 约翰·杜威(John Dewey,1859—1952),美国著名哲学家、教育家,实用主义哲学的创始人之一,美国进步主义教育运动的代表。杜威的德育思想产生于美国社会从传统社会向工业化、城市化、现代化社会的转型时期,意在探索符合新的社会发展需要的德育理念与行之有效的德育措施。他从实用主义经验论的哲学立场出发,在对前人各种德育学说批判继承、辨证综合的基础上,提出了以学生为中心的德育主体观,为其后学校德育主体理论的发展提供了新的方向。由于我国正处于由传统社会向现代社会转型时期,我们有理由相信,运用马克思主义科学的世界观和方法论对杜威以学生为中心的德育主体观进行科学的分析和研究,对于我们正确应对和解决当前学校道德教育中存在的诸多问题必然有着重要的启示和借鉴意义,也必将有助于我们在学校德育领域落实以人为本的科学发展观、改革和完善我国学校道德教育体系,确实值得我们对其加以深入、系统的研究。 本文由四部分组成: 第一部分:导论,介绍了选题的原因及本课题研究的理论意义和实践意义,简要介绍了杜威德育主体观的研究进展和本文的主要工作。 第二部分:从社会背景、理论来源和实践基础等方面阐述了杜威以学生为中心的德育主体观的产生过程。 第三部分:从杜威对道德教育的基本概念、基本理论、基本原则和途径等方面的论述中解析杜威以学生为中心的德育主体观的基本内容,进而对杜威以学生为中心的德育主体观的进步性与局限性进行了简要的得失分析和评价。 第四部分:借鉴杜威以学生为中心的德育主体观,提出本文作者对于促进我国学校道德教育改革与完善的思考与建议。认为我国新时期的学校道德教育应该坚持“以人为本”的德育理念,积极倡导以学生为中心的道德教育原则,把社会生活实践作为当前学校道德教育理论的出发点和归宿,创新德育模式,拓展道德教育途径,建立平等民主和谐的新型师生关系,实现德育与知识教育的统一,促进学生的和谐发展。
[Abstract]:John Dewey,1859-1952, a famous American philosopher, educator, one of the founders of pragmatism, represents the progressive education movement in the United States. Dewey's moral education thought originated in the transition period of American society from traditional society to industrialization, urbanization and modern society. It is intended to explore the moral education concept and effective moral education measures which meet the needs of new social development. Proceeding from the philosophical standpoint of pragmatism and empiricism, and on the basis of criticizing and inheriting all kinds of moral education theories before him, he put forward a student-centered subjective view of moral education. It provides a new direction for the development of the subject theory of school moral education. Since our country is in a period of transition from traditional society to modern society, we have reason to believe that using Marxist scientific world outlook and methodology to carry out scientific analysis and research on Dewey's student-centered subjective view of moral education. It is of great significance for us to correctly deal with and solve the problems existing in the current moral education in schools, and will certainly help us to implement the scientific development view of people-oriented in the field of moral education in schools. The reform and improvement of our school moral education system is indeed worth our in-depth and systematic study. This article is composed of four parts: the first part: introduction, introduced the reason of the topic and the theoretical and practical significance of this research, briefly introduced the research progress of Dewey's moral education subjective view and the main work of this paper. The second part: from the social background, the theory source and the practice foundation and so on, elaborated Dewey takes the student as the center the moral education subjective view to produce the process. The third part: from Dewey's discussion on the basic concept, basic theory, basic principles and ways of moral education, it analyzes the basic contents of Dewey's student-centered subjective view of moral education. Furthermore, the author makes a brief analysis and evaluation on the progress and limitation of Dewey's student-centered subjective view of moral education. The fourth part: drawing lessons from Dewey's student-centered subjective view of moral education, the author puts forward some thoughts and suggestions to promote the reform and perfection of moral education in our country. It is believed that the moral education in schools in the new period should adhere to the moral education idea of "people-oriented", actively advocate the principle of student-centered moral education, and take the practice of social life as the starting point and end-result of the current school moral education theory. We should innovate the moral education mode, expand the way of moral education, establish a new relationship of equality, democracy and harmony between teachers and students, realize the unity of moral education and knowledge education, and promote the harmonious development of students.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G40-09
本文编号：2227778
[Abstract]:John Dewey,1859-1952, a famous American philosopher, educator, one of the founders of pragmatism, represents the progressive education movement in the United States. Dewey's moral education thought originated in the transition period of American society from traditional society to industrialization, urbanization and modern society. It is intended to explore the moral education concept and effective moral education measures which meet the needs of new social development. Proceeding from the philosophical standpoint of pragmatism and empiricism, and on the basis of criticizing and inheriting all kinds of moral education theories before him, he put forward a student-centered subjective view of moral education. It provides a new direction for the development of the subject theory of school moral education. Since our country is in a period of transition from traditional society to modern society, we have reason to believe that using Marxist scientific world outlook and methodology to carry out scientific analysis and research on Dewey's student-centered subjective view of moral education. It is of great significance for us to correctly deal with and solve the problems existing in the current moral education in schools, and will certainly help us to implement the scientific development view of people-oriented in the field of moral education in schools. The reform and improvement of our school moral education system is indeed worth our in-depth and systematic study. This article is composed of four parts: the first part: introduction, introduced the reason of the topic and the theoretical and practical significance of this research, briefly introduced the research progress of Dewey's moral education subjective view and the main work of this paper. The second part: from the social background, the theory source and the practice foundation and so on, elaborated Dewey takes the student as the center the moral education subjective view to produce the process. The third part: from Dewey's discussion on the basic concept, basic theory, basic principles and ways of moral education, it analyzes the basic contents of Dewey's student-centered subjective view of moral education. Furthermore, the author makes a brief analysis and evaluation on the progress and limitation of Dewey's student-centered subjective view of moral education. The fourth part: drawing lessons from Dewey's student-centered subjective view of moral education, the author puts forward some thoughts and suggestions to promote the reform and perfection of moral education in our country. It is believed that the moral education in schools in the new period should adhere to the moral education idea of "people-oriented", actively advocate the principle of student-centered moral education, and take the practice of social life as the starting point and end-result of the current school moral education theory. We should innovate the moral education mode, expand the way of moral education, establish a new relationship of equality, democracy and harmony between teachers and students, realize the unity of moral education and knowledge education, and promote the harmonious development of students.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G40-09
【引证文献】
相关硕士学位论文 前1条
1 石梦瑶;基于童谣活动的小学生德育研究[D];浙江师范大学;2011年
，本文编号：2227778
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