论教育的德性——应然的教育价值取向探析
发布时间：2019-05-16 02:24
【摘要】：当前教育改革随着教育实践的发展而不断兴盛,教育者不断探索着教育发展的规律,但是各种的教育问题在教育实践中仍不断出现,并且使得教育事业不断受到社会的质疑,对教育的信任感不断降低,这严重影响了教育实践的发展也损害了教育参与者的利益。探索问题源头可以发现,由于教育价值取向影响和指导教育实践,确定教育取向成为了教育改革的关键点。当前在功利主义的社会环境之下,功利主义也成为了教育的实然价值取向,在这样的价值取向下,诸多的教育活动追求教育外在利益,也就是所谓的金钱、地位与名誉等,而对于教育本真的意义却置之不理,这就会产生各种教育问题。教育作为一种实践,它的实施是需要符合其自身的德性,追求教育内在利益,注重教育本质中的真、善、美,德性为本是教育的应然价值取向。德性为本的教育价值取向关注的是所有教育参与者,注重了教育中人的存在,从而纠正了功利主义教育中对人的忽视的教育现状。本文旨在通过对德性实践的理解来解释教育德性,探索教育中应然的德性为本的教育价值取向与当前教育实践中实然的功利主义教育价值取向,以及如何使教育能够回归到对教育德性、本真的探索中,从而也促进教育参与者的整体德性发展。全文共分为五部分:第一部分是导言。在导言中首先提出了研究的缘由与意义;其次梳理了国内外在关于教育德性的相关研究,主要是从教育价值取向、德性等方面来展开探索;最后是本文的研究方法。第二部分是解读德性实践。主要论述了亚里士多德德性论、麦金泰尔的德性实践,结合教育本质,从而论证教育是一种德性实践。第三部分是教育实践应然的价值取向。主要论述了德性作为应然的教育价值取向下,教育目的、主体与结果合乎德性。第四部分是教育实践实然的价值取向。在这一部分论证了当前功利主义为中心的教育价值取向下教育实践特征,其次是此价值取向为教育实践带来的诸多问题,最后论述了功利在实践中存在的有限合理性。第五部分是教育价值取向变革的路径。教育价值取向变革之路中需要先确定变革的可能性,主要从教育参与者的教育需要、教育改革者、教育改革政策来论述;其次是变革的阻碍有四方面:(1)认知、思维方式的固化(2)教育习惯影响教育变革(3)教育评价机制的不健全(4)教育利益者的分歧;最后是关于变革之路径的探究。
[Abstract]:At present, with the development of educational practice, educational reform continues to flourish, educators continue to explore the law of educational development, but all kinds of educational problems continue to appear in educational practice, and make the cause of education continue to be questioned by the society. The trust in education is decreasing, which seriously affects the development of educational practice and damages the interests of educational participants. By exploring the source of the problem, it can be found that the determination of educational orientation has become the key point of educational reform because of the influence of educational value orientation and guiding educational practice. At present, under the social environment of utilitarianism, utilitarianism has also become the real value orientation of education. Under this value orientation, many educational activities pursue the external interests of education, that is, the so-called money, status and reputation, and so on. However, the true meaning of education is ignored, which will give rise to a variety of educational problems. As a kind of practice, the implementation of education needs to conform to its own virtue, pursue the internal interests of education, and pay attention to the truth, goodness, beauty and virtue in the essence of education. The moral-oriented educational value orientation pays attention to all the educational participants and pays attention to the existence of human beings in education, thus correcting the present situation of the neglect of human beings in utilitarian education. The purpose of this paper is to explain the moral nature of education through the understanding of moral practice, and to explore the educational value orientation of virtue-oriented in education and the utilitarian educational value orientation in current educational practice. And how to make education return to the exploration of educational virtue, so as to promote the overall moral development of educational participants. The full text is divided into five parts: the first part is the introduction. In the introduction, the author first puts forward the reason and significance of the study; secondly, combs the relevant research on educational virtue at home and abroad, mainly from the aspects of educational value orientation, virtue and so on. Finally, it is the research method of this paper. The second part is to interpret the practice of virtue. This paper mainly discusses Aristotle's theory of virtue, Macintell's practice of virtue, combined with the essence of education, and thus demonstrates that education is a kind of moral practice. The third part is the value orientation of educational practice. This paper mainly discusses the educational purpose, subject and result according to the educational value orientation of virtue as the proper educational value orientation. The fourth part is the actual value orientation of educational practice. In this part, it demonstrates the characteristics of educational practice under the current utilitarian educational value orientation, followed by many problems brought about by this value orientation for educational practice, and finally discusses the limited rationality of utilitarian in practice. The fifth part is the path of the reform of educational value orientation. The possibility of change should be determined in the road of educational value orientation change, which is mainly discussed from the educational needs of educational participants, educational reformers and educational reform policies. Secondly, there are four obstacles to the change: (1) cognition, the solidification of the mode of thinking (2) the educational habit affects the educational reform (3) the imperfect educational evaluation mechanism (4) the differences of educational interests; Finally, it is about the path of change.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G40
本文编号：2477946
[Abstract]:At present, with the development of educational practice, educational reform continues to flourish, educators continue to explore the law of educational development, but all kinds of educational problems continue to appear in educational practice, and make the cause of education continue to be questioned by the society. The trust in education is decreasing, which seriously affects the development of educational practice and damages the interests of educational participants. By exploring the source of the problem, it can be found that the determination of educational orientation has become the key point of educational reform because of the influence of educational value orientation and guiding educational practice. At present, under the social environment of utilitarianism, utilitarianism has also become the real value orientation of education. Under this value orientation, many educational activities pursue the external interests of education, that is, the so-called money, status and reputation, and so on. However, the true meaning of education is ignored, which will give rise to a variety of educational problems. As a kind of practice, the implementation of education needs to conform to its own virtue, pursue the internal interests of education, and pay attention to the truth, goodness, beauty and virtue in the essence of education. The moral-oriented educational value orientation pays attention to all the educational participants and pays attention to the existence of human beings in education, thus correcting the present situation of the neglect of human beings in utilitarian education. The purpose of this paper is to explain the moral nature of education through the understanding of moral practice, and to explore the educational value orientation of virtue-oriented in education and the utilitarian educational value orientation in current educational practice. And how to make education return to the exploration of educational virtue, so as to promote the overall moral development of educational participants. The full text is divided into five parts: the first part is the introduction. In the introduction, the author first puts forward the reason and significance of the study; secondly, combs the relevant research on educational virtue at home and abroad, mainly from the aspects of educational value orientation, virtue and so on. Finally, it is the research method of this paper. The second part is to interpret the practice of virtue. This paper mainly discusses Aristotle's theory of virtue, Macintell's practice of virtue, combined with the essence of education, and thus demonstrates that education is a kind of moral practice. The third part is the value orientation of educational practice. This paper mainly discusses the educational purpose, subject and result according to the educational value orientation of virtue as the proper educational value orientation. The fourth part is the actual value orientation of educational practice. In this part, it demonstrates the characteristics of educational practice under the current utilitarian educational value orientation, followed by many problems brought about by this value orientation for educational practice, and finally discusses the limited rationality of utilitarian in practice. The fifth part is the path of the reform of educational value orientation. The possibility of change should be determined in the road of educational value orientation change, which is mainly discussed from the educational needs of educational participants, educational reformers and educational reform policies. Secondly, there are four obstacles to the change: (1) cognition, the solidification of the mode of thinking (2) the educational habit affects the educational reform (3) the imperfect educational evaluation mechanism (4) the differences of educational interests; Finally, it is about the path of change.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G40
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