新中国成立以来我国教育目的人性论认识演变研究

发布时间：2018-05-17 17:49

本文选题：教育目的 + 人性论　；参考：《西南大学》2011年硕士论文

【摘要】：教育目的是教育活动的出发点和归宿,它对教育任务的确定、教育制度的确立、教育内容的选择以及整个教育活动过程的组织都起着指导作用,教育目的确定以后,教育活动才能有组织、有计划地按预定方向发展,教育目的对教育事业的健康发展起着举足轻重的作用。教育目的随着社会发展而发生变化,教育目的具有很强的时代性和阶级性,每个时期的教育目的都不尽相同。人性论是确立教育目的其中一个依据,但人更是确立教育目的的直接依据。新中国成立后,由我国的社会制度与社会发展状况决定了我国教育目的的人性论基础是马克思主义关于人的全面发展学说,在此基础上形成的教育目的指导着我国教育活动的展开。新中国成立以来,我国教育目的对培养什么样的受教育者的定位有培养“劳动者”、“人才”、“建设者和接班人”、“公民”、“人”这几种典型的提法。表面看来,我国教育目的对于受教育者的不同定位只是称谓不一样而已,但这不只是简单的名词变化,而是涉及到教育价值问题。马克思主义关于人的全面发展学说为我国教育目的的确立提供了理论基础,但是由于我们对马克思主义关于人的全面发展学说理解上的偏差与局限,对“全面发展的人”中“人”的认识还不够充分和全面,导致了我国教育实践发生了一些错位。从新中国成立到文革结束,人们对教育目的人性论的解读偏执地带有教条主义倾向,在认识上犯了“左倾”错误,产生了教条主义的人性论,在此基础上的教育实践走向了过分注重集体、极端忽视个人的倾向。后来在批“左”的过程中,由于还是没有对我国教育目的人性论基础正确认识,又逐步地走向了抽象人性论的极端,从极端地忽视个人转向极端地注重个人、忽视社会。在这一过程中,虽然我国教育目的的理论基础并没有变化,一直都是坚持马克思主义的人性观,以马克思主义人的全面发展理论作为人性论基础,在为促进人的发展而努力,但是实际上由于人们对马克思主义人性观的认识偏差,导致了对教育目的人性论不一样的认识。总体看来,新中国成立60多年,对我国教育目的的人性论基础的认识从极端地忽视人性发展转到过分地强调个人中心、抽象的“人性化”教育,我国的教育理论和教育实践经历了太多的风雨,有太多的问题值得我们深思。因此,我们应该以史为鉴,结合国家和社会的现实状况,通过对新中国成立60多年来教育目的的发展变化进行梳理与分析,得出正确的教育目的观,正确看待我们过去不管是正确还是错误的做法,进行适度地反思,树立正确的人性观,坚持马克思主义辩证的人性观和人的全面发展的学说,促进我国教育健康发展。
[Abstract]:The purpose of education is the starting point and destination of educational activities. It plays a guiding role in the determination of educational tasks, the establishment of educational system, the selection of educational contents and the organization of the whole process of educational activities. Educational activities can be organized and developed in a planned way, and educational aims play an important role in the healthy development of educational undertakings. The purpose of education changes with the development of society. The theory of human nature is one of the bases for establishing educational purpose, but man is the direct basis for establishing educational purpose. After the founding of the people's Republic of China, the theory of human nature, which is determined by the social system and social development of our country, is the Marxist theory on the all-round development of human beings. The purpose of education formed on this basis guides the development of educational activities in China. Since the founding of the people's Republic of China, the purpose of education in our country has focused on the training of "laborers", "talents", "builders and successors", "citizens" and "people". On the face of it, the different orientations of the educational purpose of our country are just different appellations, but this is not only a simple change of nouns, but also involves the value of education. Marxist theory on the all-round development of human beings provides a theoretical basis for the establishment of educational purposes in China. However, due to the deviation and limitation of our understanding of Marxist theory on the all-round development of human beings, The understanding of "person" in "all-round development" is not enough and comprehensive, which leads to some dislocation of educational practice in our country. From the founding of New China to the end of the Cultural Revolution, people's interpretation of the theory of human nature for educational purposes was biased towards dogmatism, made the mistake of "left-leaning" in cognition, and produced dogmatic theory of human nature. On this basis, the educational practice tends to pay too much attention to the collective and the extreme neglect of the individual. Later in the process of criticizing "left", due to the lack of correct understanding of the foundation of human nature theory of educational purpose in our country, it gradually moved to the extreme of abstract theory of human nature, from the extreme neglect of the individual to the extreme emphasis on the individual and the society. In this process, although the theoretical basis of our country's educational purpose has not changed, it has always adhered to the Marxist view of human nature, taking the theory of the all-round development of Marxism as the basis of the theory of human nature, and is working hard to promote the development of human beings. But in fact, because of the deviation of human nature view of Marxism, it leads to different understanding of human nature theory of educational purpose. In general, with the founding of New China for more than 60 years, the understanding of the basis of human nature theory of educational purpose in our country has shifted from extreme neglect of human nature development to over-emphasis on individual center and abstract "humanization" education. Our country's educational theory and practice have experienced too much wind and rain, and too many problems are worth our thinking. Therefore, we should take history as a mirror, combine with the reality of our country and society, through combing and analyzing the development and change of educational purpose in the 60 years since the founding of New China, we can get the correct view of educational purpose. In order to promote the healthy development of education in our country, we should treat our past correctly or wrongly, reflect appropriately, set up the correct view of human nature, adhere to the Marxist dialectical view of human nature and the theory of all-round development of human beings, and promote the healthy development of education in our country.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G521

【参考文献】