澄明与借鉴——人本主义视角的美国职业教育研究

发布时间：2018-05-07 07:16

本文选题：人本主义 + 职业教育　；参考：《天津大学》2012年博士论文

【摘要】：在当前我国职业教育正面临从规模发展向质量提高转型的历史时刻，如何在实践中渗透人本主义的要素成为改革与发展的关键。在美国职业教育的历史发展中，关照个体的人本主义理念一直存在着，尤其是在当今美国职业教育的实践中体现的更为明显。因此，研究的目的旨在通过对美国职业教育人本主义实践的历史考察和现实分析，从中梳理出美国职业教育人本主义蕴意的基本经验，从而为中国职业教育的人本主义实践提供经验的借鉴与启示。研究使用质的研究方法，这种方法基于建构主义的认识论与现象学和解释学的方法论，具体使用文献法、文档法、访谈法、观察法和比较法等方法。通过文献法，对人本主义的理论进行详细诠释；基于历史纵向考察与现实横向研究相结合、现实总体考察与现实个案调查相结合的技术路线，使用文献法、访谈法、观察法和文档法对美国职业教育人本主义实践的历史与现实进行系统考察与梳理；最后通过比较法，以美国职业教育人本主义的实践为借鉴，为中国职业教育人本主义的未来发展提出了相应的措施。研究以人本主义理论的三维度即人之本体的维护、完整个体的追寻和民主关系体的构建为理论基础，分别从教育权的维护、培养目标的设计、课程的建设和教学实践的建立四个方面总结出美国职业教育人本主义蕴意的历史与现实状况。在历史的发展中，美国职业教育先后经历了1800年前的宗教人本主义、19世纪的科学人本主义、20世纪初的实用主义、60-70年代心理学人本主义和80年代以来的后现代主义和批判理论五个阶段不同形式人本主义理论的影响，，蕴意了不同侧重的人本主义理念，并渗透到教育权、培养目标、课程与教学领域。在现实的实践中，无论是总体的践行还是个案的运行，都凸显出美国职业教育人本主义蕴意的四个方面，即对特殊群体教育权的维护、全面发展培养目标的设定、完整课程的建设和主体性教学实践的建立。以美国职业教育人本主义实践的历史与现实经验为借鉴，以中国特殊的国情为背景，研究最后从职业教育权利的人人性、培养目标的全面性、课程内容的完整性和教育实践的主体性四个方面就我国职业教育人本主义蕴意的未来发展提出了应然措施。
[Abstract]:At present, vocational education in our country is facing the historical moment of transition from scale development to quality improvement. How to infiltrate the elements of humanism in practice becomes the key to reform and development. In the historical development of American vocational education, the humanistic idea of caring for individual exists all the time, especially in the practice of American vocational education. Therefore, the purpose of the study is to sort out the basic experience of the humanistic meaning of American vocational education through the historical investigation and practical analysis of the humanistic practice of American vocational education. So as to provide experience and inspiration for the humanistic practice of vocational education in China. This method is based on the methodology of constructivist epistemology and phenomenology and hermeneutics, and uses the methods of literature, documentation, interview, observation and comparison. Through the literature method, the theory of humanism is explained in detail; based on the combination of historical longitudinal investigation and realistic horizontal research, the combination of reality overall investigation and reality case investigation, the use of literature method, interview method, The methods of observing and documenting the history and reality of humanistic practice in American vocational education are systematically investigated and combed. Finally, through comparative method, the author draws lessons from the practice of humanism in American vocational education. This paper puts forward corresponding measures for the future development of humanism in vocational education in China. Based on the three dimensions of humanism theory, namely, the maintenance of human ontology, the pursuit of complete individual and the construction of democratic relation body, the research is based on the maintenance of the right to education and the design of the training goal, respectively. The history and reality of humanism in American vocational education are summarized from four aspects: the construction of curriculum and the establishment of teaching practice. In the course of history, American vocational education has experienced five stages of religious humanism before 1800 and scientific humanism in 19th century and pragmatism in early 20th century psychological humanism in 1960s and postmodernism and critical theory since 1980s The influence of different forms of humanism, The concept of humanism with different emphasis has been permeated into the fields of educational right, training goal, curriculum and teaching. In practical practice, both the overall practice and the operation of individual cases highlight the four aspects of humanistic connotation of American vocational education, namely, the maintenance of the right to education of special groups, the setting of the goal of all-round development and cultivation. The construction of complete curriculum and the establishment of subjective teaching practice. Based on the historical and practical experience of humanistic practice in vocational education in the United States, and against the background of China's special national conditions, this paper studies the human nature of the right of vocational education and the comprehensiveness of the training goal. The integrality of curriculum content and the subjectivity of educational practice in the future development of humanistic connotation of vocational education in China are put forward.
【学位授予单位】：天津大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G719.2

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