论教学中的人道主义：价值论视角

发布时间：2018-02-13 19:09

本文关键词： 教学人道主义价值论　出处：《天津师范大学》2008年硕士论文　论文类型：学位论文

【摘要】： 人道主义强调一切从人性、人的本质出发,强调人的地位,肯定人的价值,维护人的尊严和权利,主张“以人为中心”,以“人”为研究问题的出发点和归宿,其核心内容是关于人性、人的本质、人道、人权、人的价值和人的自由发展等问题的理论。从伦理学的角度看,人道主义是一种道德规范与准则,协调的是人与人之间的伦理道德关系;从价值学的角度看,人道主义又不失为一种价值取向,以人的自由、平等、博爱、民主为基础,满足人自身的需要。作为具体的实践活动,教学反映着学生与教师之间的交往,也透析出一种伦理道德关系。教学究竟如何满足学生发展的需要,这是教学价值应该考虑的问题;教学如何正确协调师生关系,这是教学伦理应该考虑的问题。而人道主义理论在教学中的运用,既为教学价值的实现提供了一种合理诉求,又符合了教学伦理道德的基本原则。基于此,本研究拟从价值论的角度入手,以哲学、伦理学和教育学等相关理论为基础,通过梳理历代教学中的人道主义思想和分析当代教学实践中存在的人道主义问题,试图建构一个人道主义教学理论体系,重塑师生人道主义情怀,最终促进人的文化生成。本文共分为六章: 第一章为引论。概述了本研究的背景、目的、内容、意义、思路和方法等方面,并对相关研究进行综述。第二章为本研究的理论基础。从马克思主义人道主义哲学、伦理学和教学哲学入手,分别为本研究提供了哲学层面、伦理学层面和教育学层面的理论支持。第三章为相关概念的基本阐释。界定了人道主义、人本主义、人文主义的相关概念,并对三者进行内涵的辨析。第四章为历史扫描。旨在通过对中西方古代、近代、现代与后现代教学中的人道主义思想的梳理,从更多的视角进行分析研究,为后续的研究奠定基础。第五章为实践问题的分析与理论建构。在分析教学活动中存在的人道主义问题的基础上,提出作为目的的、方法论的、内容的人道主义教学理论。第六章为实践策略。无论是建立新型师生关系还是完善教学目的与过程,人道主义理论都将贯穿始终,而当代教学的价值追求,根本上就在于促进人的文化生成。结束语部分对本研究进行了概括性总结,反思了不足之处,并对进一步的研究做出了展望。
[Abstract]:Humanitarianism emphasizes everything from the point of view of humanity and human nature, emphasizes human status, affirms human values, upholds human dignity and rights, and advocates "taking man as the center" and "man" as the starting point and destination for the study of problems, Its core content is about the theory of human nature, human nature, humanity, human rights, human value and the free development of human beings. From the angle of ethics, humanitarianism is a kind of moral norms and norms. From the point of view of value, humanitarianism is a kind of value orientation, which is based on human freedom, equality, fraternity and democracy. As a practical activity, teaching reflects the interaction between students and teachers, and analyzes an ethical and moral relationship. How does teaching meet the needs of students' development? This is the problem that should be considered in teaching value, how to coordinate the relationship between teachers and students correctly in teaching, which should be considered by teaching ethics. The application of humanitarianism theory in teaching has provided a reasonable demand for the realization of teaching value. It also conforms to the basic principles of teaching ethics. Based on this, this study intends to start with the theory of value, and based on the relevant theories of philosophy, ethics and pedagogy. Through combing the humanitarianism thought in the teaching of the past dynasties and analyzing the humanitarianism problems existing in the contemporary teaching practice, this paper tries to construct a theoretical system of humanitarianism teaching, to reshape the humanitarianism feelings of teachers and students, and finally to promote the formation of human culture. This paper is divided into six chapters:. The first chapter is the introduction. It summarizes the background, purpose, content, significance, ideas and methods of this study. The second chapter is the theoretical basis of this study, starting with Marxist humanitarian philosophy, ethics and teaching philosophy, which provides the theoretical support for this study from the philosophical level, the ethical level and the pedagogy level, respectively. The third chapter defines the related concepts of humanism, humanism and humanism, and discriminates their connotations. Chapter 4th is a historical scanning. It aims to analyze and study humanitarianism thoughts in ancient, modern, modern and post-modern teaching from more angles of view, so as to lay a foundation for further research. Chapter 5th is the analysis and theoretical construction of practical problems. On the basis of analyzing the humanitarianism problems in teaching activities, the author puts forward the humanitarianism teaching theory as the aim, methodology and content. Chapter 6th is a practical strategy. Whether it is to establish a new relationship between teachers and students or to perfect the purpose and process of teaching, humanitarianism theory will run through all the time, and the value pursuit of contemporary teaching lies in promoting the formation of human culture. The conclusion summarizes the research, reflects on the shortcomings, and makes a prospect for further research.
【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】：G420

【引证文献】