理解教育视野下“弱势学生”发展论

发布时间：2018-03-03 00:36

本文选题：理解教育　切入点：弱势学生(弱生)　出处：《华东师范大学》2008年博士论文　论文类型：学位论文

【摘要】： 理解精神的培养已成为当下各国教育的普遍需求,我国教育亦亟待从“理解”入手提高教育质量,“理解教育”由此面世。她是理解理论指导的,作为理解主体的师生与理解对象沟通,在感情、认知与行为上筹划并实现生命可能性的过程,其特色之一在于关注教育中的弱势群体,即“弱势学生”(简称“弱生”)。理解教育视野下的“弱势学生”是指“在教育中遭受误解而陷入不利发展处境的学生”,主要有学业成绩弱势、行为规范弱势、性格弱势、混合弱势四种表现类型,与传统教育中“后进生”、“差生”等有一定的区别和联系。理解教育关注弱生具有较大现实意义。理解教育倡导弱势学生发展,在此,“发展”具有新的涵义:一是“理解即发展”,这来源于理解的认识性、感情性、道德性、实践性、创造性。具体到弱生,包括科学理解、人文理解、实践理解意义上的三维理解发展;二是“生命可能性积极意义的筹划与实现即发展”,这发生在特定的理解教育世界。促进弱生发展,需把握其发展的基本矛盾。弱生发展基本矛盾由理解教育基本矛盾即误解与理解展开,分为弱生遭遇现实教育误解和自我误解两对基本矛盾。理解教育几大取向为澄清这些误解,促进弱生发展提供了可能性。“理解”本体论取向为弱生进入“教育场”及其主体筹划力的彰显创造机会;主体间性取向使弱生通过与自然文本、人文文本、人际文本关系的转换寻找与合理发挥自身主体性;多元途径取向从教育目标多元关注、教学模型多元调动、教育策略多元运用等方面为弱生生命可能性的凸显与积极意义的筹划提供条件。同时,其他一些新兴理论为弱生发展也给予了相关理论支持,如多元智能的心理学支持,后现代教育思想的教育学支持等。弱生发展存“四阶段”假说,一曰解冻,此阶段弱生蒙昧混沌,情感淡漠,误解重重,需秉持“感情先行”,祛除偏见、建立联系、接纳性倾听等,进行情感解冻;二曰唤醒,此阶段弱生情感融动,契机涌现,误解淡化,需积极等待、捕捉创造教育契机、震撼心灵,唤醒其发展的渴望;三曰巩固,此阶段弱生恐懈怠停滞,反复无定,此乃其认知、行为处于深度理解,可借助心理学有关研究认识,促进其积极行为强化、消极行为弱化、纠正失调观念等,以巩固其发展积极性;四曰稳定,此阶段弱生意识清晰,行为积极,持续发展,渐成理解型人格,宜作自我管理。在弱生发展各个阶段,可配合使用理解教育视野下弱势学生发展策略体系。其中所述策略来自理解教育第一线教师的实践总结,朴实无华而行之有效,分为感情交融、教育激励、矫治补防、外围疏通四大策略群,各自下辖若干具体策略,加上运用于教学的自然分材教学策略,共同形成具有内在联系、结构开放的教育策略体系。这些策略既可综合运用,也可与各发展阶段匹配使用。理解教育视野下的弱势学生发展并非“万能药”,她期待与其他各相关教育思想展开交流、合作。
[Abstract]:Understand the spirit of the culture has become the common needs of the national education, the education of our country is to "understand" from start to improve the quality of education, "education for understanding the available. She is understanding the theoretical guidance, teachers and students as the object and understanding understanding of the subject of communication, in the process of emotion, cognition and behavior planning and realizing the possibility of life one of its characteristics is the concern of the education of vulnerable groups, namely" disadvantaged students ("weak").
Understanding education from the perspective of "weak students" means "in education misunderstanding into unfavorable situation of the students" academic achievement are weak, regulate the behavior of weak, weak character, weak mixing performance of four types, and the traditional education in "underachievers", "there is a difference and contact some of the poor students" understanding education. Attention to weak students has important significance.
Understanding education advocates the disadvantaged students development, the "development" has a new meaning: one is "understanding that the development of" knowledge, which comes from understanding the feelings, moral, practical, creative. Specific to the poor students, including scientific understanding, humanistic understanding, practice of understanding sense of three-dimensional understanding the development of; two is "the possibility of life planning and implementation of the positive significance of development", which occurred in the specific understanding of the world. To promote the development of education is weak, need to grasp the basic contradiction in the development of the students. The weak basic contradiction development by basic contradiction of understanding education is misunderstanding and understanding, can be divided into weak students encounter misunderstanding and practical education two self misunderstanding of the basic contradiction. Several major orientation of understanding education to clarify these misunderstandings, promote development. Provide the possibility of poor students "understanding" ontology orientation to highlight the weak students into "education field" and the main force to create planning The opportunity; inter subjectivity orientation of the weak students by nature and humanistic text, text, text search and interpersonal relationship conversion reasonably exert subjectivity; education goal orientation from multiple paths to multiple attention, teaching model of multiple mobilization, education and other aspects of the use of multiple strategies for the poor students the possibility of life and highlights the positive significance of planning conditions at the same time, some other emerging theory of weak development also gives relevant theoretical support, such as psychology support multiple intelligences, learning support after the modern education thought and education.
Weak students the development of "four stages" hypothesis, said a thaw, the stage of weak students ignorance, chaos, apathy, misunderstanding, to uphold the principle of "emotional advance", eliminate prejudice, establish contact, listen to acceptance, emotional thawing; two, wake up, the stage of weak students emotion, it emerged. Misunderstanding of desalination, to actively create wait, capture the opportunity for education, the development of the mind, awaken the desire; three, consolidate, the weak stage 2002 slack stagnation, repeated, this is the cognitive behavior, in the depth of understanding, through the relevant research of psychology understanding, strengthen its positive behavior and negative behavior weakening, correct offset values, to consolidate its enthusiasm for development; four, stable, weak awareness of this stage is clear, positive behavior, sustainable development, has gradually become the understanding of personality, suitable for self management.
In the weak students in various stages of development, can be used to understand the disadvantaged students development strategy system in view of education. The practice of the strategy from the teacher's understanding education summary, chastity and effective, divided into emotional blend, education incentive, modification and prevention, peripheral dredge four strategies, each under the jurisdiction of a number of specific strategies. Plus for teaching naturally individualized teaching strategies, common form has inner link, system structure of open education strategies. These strategies can be integrated use, also can be matched with various stages of development.
The development of disadvantaged students in the understanding of education is not a "universal drug". She is looking forward to exchanges and cooperation with other related educational ideas.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G40

【引证文献】