中国乡土教材的百年嬗变及其文化功能考察

发布时间：2018-03-20 13:30

本文选题：中国乡土教材　切入点：文化功能　出处：《中央民族大学》2008年博士论文　论文类型：学位论文

【摘要】： 乡土教材既是教育领域的问题,同时也是本土文化和传统文化的有机组成部分。一个国家乡土教材的历史不但能够很好的反映其乡土教育发展的历史轨迹,而且还可以直接反映一个国家对其传统文化的重视程度。乡土教材在我国已有百余年的发展历程,它与学校教育的其他教育内容一同担负着向下一代传授科学知识和优秀传统文化的重任。进入二十一世纪之后,各个国家将教育作为国家发展的最大动力,由此在世界范围开始了新一轮的教育改革热潮。我国从二十世纪80年代开始对教育进行了几次重大改革,随着我国整体教育发展的不断深入,乡土教材再一次开始受到重视,各地区纷纷从本地区实际出发建设了大量的乡土教材。但是教育行政部门和学界至今尚未对我国乡土教材的发展历史和文化功能等问题进行集中、系统的研究,这势必会影响我国今后乡土教材的快速发展。历史上的乡土教材是我国传统文化宝库中的珍贵财富,应该得到很好的重视。否则我们很容易就失去这一珍贵的文化遗产。正因为如此,从保护、继承、发扬优秀传统文化的需要出发,本文认为,系统研究我国百年以来的乡土教材,揭示其文化内涵和文化功能,不仅具有重要的教育理论与实践的建设价值,而且还具有重要的文化保护和传承意义。本研究以相关理论为指导,以质性研究为范式,综合运用文献法、实物分析、理论分析和文化比较法,辅助采用调查法,对我国乡土教材的百年历史与蕴含其中的文化功能进行了较为系统的考察,发现我国乡土教材在百年历史的嬗变中,经历了三个时期五次高峰期。第一个时期为清末——20世纪初,以1903年《奏定学堂章程》及1905年《乡土志例目》为标志掀起乡土教材研究的第一次高峰期;第二个时期为民国时期1911——20世纪30、40年代,这一时期又分三个阶段:辛亥革民时期,抗日战争时期,解放战争时期。其中,以1932年教育部颁布《小学课程总纲》为标志,掀起乡土教材研究的第二次高峰期;第三个时期指建国以后的1949至今。这一时期又分为三个阶段:第一段为新中国成立的最初十年,第二阶段为文革时期,第三阶段为改革开放以后至今。其中,以1958年颁布的《教育部关于编写中小学、师范乡土教材的通知》为标志,乡土教材研究进入第三次高峰期;1987年6月,国家教委在浙江建德召开了全国乡土教材工作会议为标志,乡土教材研究进入第四次高峰期;1999年,《中共中央国务院关于深化教育改革全面推进素质教育的决定》和2001年教育部颁布的《基础教育课程改革纲要》,乡土教材研究进入第五次高峰期。而在横向的空间分布与发展上,我国乡土教材也表现出了一些特征:总体上普及化发展;高峰期的发展普遍快速;不同地区之间发展不平衡;乡土教材促进地域文化并通过其发挥文化功能。学校教育培养和塑造下一代实际上就是文化传承的过程,而课程和教材就是学校教育进行文化传承的主要工具,这一工具本身又成为一种新的文化,从而课程和教材就具有了文化的内涵和功能,这样课程和教材也便具有了作为一种文化及其传承工具的双重属性,它往往体现不同时代、不同地域、不同民族、不同群体以及不同阶层的文化价值选择要求。文化的这些不同价值要求只有通过学校教育中的课程和教材才能得到最迅速、最准确、最有效的传承。我国乡土教材在百牵的嬗变过程中始终创造和发展着极其丰富的传统文化,并通过学校教育这样专门宣传、训导、教育和培养的场所和机会,忠实地履行着继承和发展我国优秀传统文化的重大责任,在培养下一代的活动过程中发挥了重要的文化功能,即文化选择功能、文化传递功能和文化创造功能。乡土教材在发挥这些文化功能的过程中通过文化涵化和文化濡化的原理,培养学生对乡土的认知、情感和行为,促进学生形成乡土认同的社会化过程,从而实现乡土教材的文化功能。
[Abstract]:The field of local teaching materials are the educational problem, but also the local culture and traditional culture of the organic part. The history of a country's history textbook not only can reflect the local education development, but also directly reflects a country's degree of attention to the traditional culture. Local teaching materials in China has more than 100 years of development, it and other educational content of school education to bear the next generation to impart scientific knowledge and excellent traditional culture of the task. After entering twenty-first Century, the national education as the greatest force of development, thus a new round of education reform upsurge began in the world. Our country has carried out several a major reform of the education from twentieth Century to 80s, with the overall development of education in our country deeply, local materials once again began to pay attention to, all over the area Have from the local reality and construction of a large number of local materials. But the education administrative departments and academic circles have not yet been to our local teaching materials of history and culture, focused on issues such as function, system research, the rapid development of this will influence our future. The history of the local teaching materials of local teaching materials is a precious treasure the traditional cultural treasure house in our country, we should attach great importance to. It is very easy to lose the precious cultural heritage. Because of this, from the protection, inheritance, of the need to carry forward the excellent traditional culture of the Chinese hundred years of local teaching material system, and reveals its cultural connotations not only has the function of culture, education theory and practice of the construction of important value, but also has the important meaning of cultural protection and inheritance.
Based on the related theories, with the qualitative research paradigm, analyses the real comprehensive use of literature, theoretical analysis and cultural comparison, aided by the method of investigation, for hundreds of years of history and the implication of the Chinese local teaching the cultural function of systematically study, found that China's local teaching materials in evolution one hundred years of history, has experienced three periods and five peaks. The first period in the late Qing Dynasty in early twentieth Century to 1903 "charter school will be played" and 1905 < xiangtuzhi example > marked the first peak off the local teaching materials research; the second period is the period of the Republic of China from 1911 to twentieth Century in 30,40, this a period is divided into three stages: the 1911 Revolution period, the period of Anti Japanese War, the war of liberation. Among them, in 1932 the Ministry of Education promulgated < primary school curriculum outline > marked off the second peak of the local teaching material research; third A period after the founding of the 1949 so far. This period is divided into three stages: the first period of the new China establishment for the first ten years, the second stage is the period of the cultural revolution, the third stage is after the reform and opening up so far. Among them, the Ministry of Education issued in 1958 "on the compilation of middle school teachers, local teaching materials notification on the marked local materials research into third peaks; in June 1987, the State Board of education in Zhejiang Jiande held a national work conference of local teaching materials as a symbol, local materials research into fourth peaks; in 1999," the CPC Central Committee and State Council on deepening education reform and promoting quality education "and decided in 2001 the Ministry of Education issued the" outline the basic education curriculum reform ", local materials research into fifth peaks. And in the transverse space distribution and development, China's local teaching materials also showed some characteristics: the overall popularization Development; the development of the peak period is generally rapid; the development of different regions is not balanced; local textbooks promote regional culture and play cultural functions through it.
And the shaping of school education to train the next generation is actually the process of the cultural heritage, and school education curriculum and teaching materials is a major tool for cultural heritage, the tool itself has become a kind of new culture, the curriculum and textbook has the cultural connotation and function, curriculum and teaching materials such as it is double an attribute of the tools of cultural inheritance, which are often reflected in different times, different regions, different nationalities, different groups and different sectors of the choice of cultural value. The cultural value of these different requirements only by the school education in the curriculum and teaching materials in order to get the most rapidly, the most accurate, the most effective inheritance. Chinese local teaching materials in the process of evolution of 100 hold always create and develop the rich traditional culture, and through school education such specialized discipline, publicity, education and training places and The opportunity, faithfully fulfill the responsibility to inherit and develop the excellent traditional culture in China, has played a very important cultural function in the process of training the next generation of cultural selection, cultural transmission function and the function of culture creation. In the play through the local teaching materials of acculturation and enculturation of these cultural work principle can the students, cognition of local, emotion and behavior, socialization process, promote students to form a local identity and culture so as to realize the function of local materials.

【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G521

【引证文献】