百年来中国师生关系思想史研究

发布时间：2018-06-28 13:08

本文选题：中国 + 百年　；参考：《西南大学》2008年博士论文

【摘要】： 师生关系是学校教育中一对最基本、最核心的人际关系。师生关系的好坏,直接影响教育活动能否顺利完成及教育质量的高低,对师生的发展都有着重大的影响。但直到现在,人们对师生关系的认识还存在很大的分歧,教育实际中的师生关系也存在诸如师生感情隔膜、师生关系不够民主平等许多需要解决的问题。要正确处理师生关系的各种现实问题,要正确认识与师生关系相关的各种理论问题,需要总结历史上处理师生关系的经验教训,需要重新检讨过去的师生关系思想,特别是需要全面总结分析近百年来我国的师生关系思想。我国百年来师生关系的思想十分丰富,这些思想中所涉及的问题至今还具有强烈的现实性,很多有关师生关系的思想观点值得我们深入思考和认真借鉴。但是,学术界直到现在还没有对中国百年来师生关系思想进行系统的、专门的梳理和研究,没有对百年来我国师生关系思想发展历程中的经验教训进行系统的总结和反思。针对学术研究的这一薄弱甚至空白的环节,本文在马克思主义基本立场、观点、方法的指导下,在借鉴各种相关理论的基础上,采用文献分析、理论研究、访谈、案例分析等方法,按照中国社会政治、文化的变革情况特别是师生关系思想自身的演变情况,分六个历史阶段系统梳理、全面审视了中国百年来师生关系思想演变的历史,总结了各个历史阶段中在师生关系思想理论探讨上的经验与教训、成绩与问题,在此基础上,提出自己的认识师生关系的理论观点和正确处理师生关系的基本措施。具体地说,本文研究的主要问题有以下几个方面:评判师生关系的价值尺度究竟应该是什么?百年来中国师生关系思想是如何发展的?也就是其发展历程或基本脉络究竟怎样?每个历史阶段有关师生关系思想理论探讨的得与失、经验与教训以及对我们今天的启示有哪些?我们究竟应构建什么样的师生关系才是科学合理的?通过系统、深入的研究,试图实现以下几个主要的研究目的:梳理清楚百年来中国师生关系思想演变的历史,从而帮助人们了解这段史实;实事求是地分析、总结蕴含在百年来中国师生关系思想史中的得与失、经验与教训,以供人们借鉴;重新审视师生关系,构建更加科学的认识和处理师生关系的理论与方法,以便为当前师生关系的理论研究和在教育实践中建立更加和谐的师生关系提供借鉴。全文共分九个部分: 第一部分是绪论,主要阐述本文的研究对象、研究的主要内容或要解决的主要问题、研究目的、研究意义、研究的思路和方法及创新之处。第二部分通过对我国传统师生关系思想的简要总结,说明我国传统师生关系思想中的大量积极因素是我国百年来师生关系思想的源头,而其中存在的一些消极因素则是百年来人们在师生关系思想研究中要批判和变革的对象。第三部分论述十九世纪末到五四运动前夕我国师生关系思想发展情况。认为此时专制性的“师道尊严”与民主平等思想交锋激烈,师生民主平等思想的影响急剧扩大。第四部分论述五四运动后到四十年代末我国师生关系思想发展情况。认为此时在以实用主义为主的西方教育思想的影响下,以学生为本、以学生为中心的师生民主平等思想在学术界占据了主导地位。第五部分论述五十年代初到“文革”前这十七年中我国师生关系思想发展的情况。认为这一时期确立了以教为主导的师生民主平等思想,儿童中心思想在此时遭到了批判。从这个时期开始,师生关系开始成为了一个专门的学术研究问题。第六部分论述“文革”期间我国师生民主平等思想遭到扭曲和破坏的情况。认为此时尊师重道之风荡然无存,师生之间成了“资产阶级知识分子”与“革命学生”的关系。第七部分论述从七十年代末到九十年代中期我国师生关系思想的发展情况。这一时期人们展开了师生主客体问题的大讨论,师生民主平等思想在以学为主体的背景下再一次被确立。第八部分论述从九十年代中期到现在我国师生关系思想的发展情况。认为这是一个师生民主平等思想的进一步发展与深化的时期,人们冲破了师生主客二元对立的思维模式,提出了师生民主平等的主体间性的思想。本文对上述每一个阶段的师生关系思想分别进行了系统的梳理,辅之以相关的访谈资料及典型案例的分析,对每个历史阶段有关师生关系思想的研究情况、特点,理论探讨的得与失、经验与教训以及对我们今天的启示等问题进行了比较系统的总结。第九部分对我国百年师生关系思想史进行了总体的反思。总结了我国百年来师生关系思想发展的特点:师生关系问题从教育学术讨论的副产品逐步成为了专门的学术研究领域;师生关系思想受国外有关思想的巨大影响与追求中国本土化的努力交织在一起;师生关系思想的发展呈螺旋式上升的轨迹;师生关系开始走向以人为本;师生关系民主平等思想日益凸显。对以下一些有关师生关系的理论问题进行了反思:如何正确对待古今中外师生关系思想;时代精神与师生关系的联系;教师主导与学生为本及学生中心的关系;“师生民主平等”的涵义;如何评价“师道尊严”等。提出了构建和谐师生关系的理论,认为和谐师生关系就是从人性的一般特点出发,实现以生为本与教师主导的有机统一,使师生之间自然而然地形成一种民主、平等、情感交融的主体间性关系,从而使教与学两种因素和两个过程和谐结合,师生双方在这种关系中都处于积极愉快的状态,最终实现促进师生双方特别是学生的发展日趋完美的终极目标。还论述了构建和谐师生关系的理由和基本措施。本文的创新点主要有以下几个方面:对百年来中国师生关系思想演变历史作了比较深入的系统的梳理;对百年来中国师生关系思想及其经验与教训做了系统的总结或评判;提出了审视或构建师生关系的五个价值尺度,以期能够更科学、更合理地审视师生关系或构建师生关系理论;尝试从新的视角,即从和谐理论、人性论、教育理论等多维视角来审视师生关系及相关思想、重新建构师生关系理论;系统地发掘、整理了我国百年来有关师生关系思想的史料。可以说,本文的研究具有填补百年来中国师生关系思想史学术研究空白或加强相关研究薄弱环节的意义,有助于建构更加科学的师生关系理论和解决我国师生关系中存在的各种现实问题,因而具有重要的学术意义、理论意义和现实意义。
[Abstract]:The relationship between teachers and students is one of the most basic and core interpersonal relationships in school education. The good or bad relationship between teachers and students directly affects the smooth completion of educational activities and the quality of education, which has a great influence on the development of teachers and students. However, there are still great differences in the recognition of the relationship between teachers and students. Relations also exist, such as the emotional gap between teachers and students, and the problems that need to be solved for the lack of democratic equality between teachers and students. To correctly handle the various practical problems of teacher-student relationship, we should correctly understand the various theoretical problems related to the relationship between teachers and students. We need to summarize the experiences and lessons of the relationship between teachers and students in history, and need to review the relationship between teachers and students in the past. Thought, especially the need to comprehensively summarize and analyze the thought of teacher student relationship in China in the past hundred years.
The thought of the relationship between teachers and students in our country has been very rich in the past hundred years, and the problems involved in these ideas still have strong realism. Many thoughts and ideas about the relationship between teachers and students are worth our deep thinking and careful reference. However, the academic circle has not yet systemically combed the thought of the relationship between teachers and students in China for a hundred years until now. And research, no systematic summary and Reflection on the experience and lessons in the course of the development of the relationship between teachers and students in China for a hundred years. In view of this weak or even blank section of the academic research, this paper, under the guidance of the basic standpoint, viewpoint and method of Marx doctrine, adopts the literature analysis and theory research on the basis of various related theories. In the light of Chinese social politics, cultural change, especially the evolution of the thought of teacher-student relationship, the methods of interview and case analysis are systematically combed in six historical stages. The history of the evolution of the relationship between teachers and students in China for a hundred years is reviewed in a comprehensive way, and the theory of the relationship between teachers and students in various historical stages is summarized. Based on the examination and lessons, achievements and problems, we put forward our own understanding of the theoretical viewpoints of teacher-student relationship and the basic measures to correctly handle teacher-student relationship.
In particular, the main problems of this study are as follows: what is the value scale to judge the relationship between teachers and students? How is the thought of the relationship between teachers and students in China developed in a hundred years? What is the lesson and what is the inspiration for us today? What kind of relationship between teachers and students should we build is scientific and reasonable? Through systematic and in-depth study, we try to realize the following main purpose: to sort out the history of the evolution of the thought of the relationship between teachers and students in China for a hundred years so as to help people to understand this historical reality; to seek truth from facts. This paper analyzes the gains and losses, experiences and lessons in the history of the thought history of the relationship between teachers and students in China for a hundred years, in order to provide reference for people, reexamine the relationship between teachers and students, and construct a more scientific theory and method of understanding and dealing with the relationship between teachers and students so as to establish a more harmonious relationship between teachers and students in the current relationship between teachers and students and in the practice of education. The Department provides reference.
The full text is divided into nine parts:
The first part is the introduction, which mainly expounds the object of the study, the main content of the study, the main problems to be solved, the purpose of the study, the significance of the research, the ideas and methods of the research, and the innovation of the research.
The second part, through a brief summary of the traditional teacher-student relationship in China, shows that a large number of positive factors in the traditional teacher-student relationship thought in our country are the source of the thought of the relationship between teachers and students in our country for a hundred years, and some of them are the objects of criticism and change in the study of the relationship between teachers and students in the past hundred years.
The third part discusses the development of the relationship between teachers and students in China from the end of the nineteenth Century to the eve of the 54 Movement. It is believed that the autocratic "dignity of the teacher" has a fierce confrontation with the thought of democracy and equality, and the influence of the thought of democracy and equality between teachers and students is greatly expanded.
The fourth part discusses the development of the thought of the relationship between teachers and students in China from the end of the 54 Movement to the end of the 40s. It is believed that under the influence of the western educational thought based on pragmatism, the student centered and student centered thought of democracy and equality occupies the leading position in the academic circle.
The fifth part discusses the development of the relationship between teachers and students in China during the first seventeen years of the "Cultural Revolution" from the early 50s to the period of the "Cultural Revolution". It is considered that this period established the thought of democracy and equality between teachers and students, which was led by teaching, and the thought of children's center was criticized at this time. Question.
The sixth part discusses the distortion and destruction of the thought of democratic equality between teachers and students in the Cultural Revolution during the period of the cultural revolution. It is considered that the wind of respecting teachers and teachers is not in the wind at this time, and the relationship between the "bourgeois intellectuals" and the "revolutionary students" between teachers and students.
The seventh part discusses the development of the thought of the relationship between teachers and students from the end of the 70s to the middle of the 90s. In this period, people launched a big discussion on the subject and object of teachers and students, and the thought of democracy and equality between teachers and students was once again established under the background of learning as the main body.
The eighth part discusses the development of the thought of teacher-student relationship in China from the middle of the 90s to the present. It is considered that this is a period of further development and deepening of the thought of democracy and equality between teachers and students. People have broken down the thinking mode of the two yuan opposition between teachers and students of teachers and students, and put forward the idea of intersubjectivity of democracy and equality between teachers and students.
This paper makes a systematic review of the thought of teacher-student relationship in each stage, supplemented by related interviews and analysis of typical cases, and compares the research situation, characteristics, gain and loss of theoretical discussion, experience and lessons as well as the enlightenment to us today. A summary of the system.
The ninth part rethinks the history of the thought history of the relationship between teachers and students in China for a hundred years. It summarizes the characteristics of the development of the thought of the relationship between teachers and students in China for a hundred years. The question of teacher-student relationship has gradually become a special academic research field from the by-products of the academic discussion of education; the thought of the relationship between teachers and students is influenced by the great influence of the related thoughts on the outside of the country and the pursuit of China The development of soil and soil is intertwined; the development of the relationship between teachers and students is on the track of spiral rise; the relationship between teachers and students begins to be people-oriented; the idea of democracy and equality between teachers and students is becoming more and more prominent. The relationship between students and students, the relationship between teachers and students as well as the student center, the meaning of "democratic equality between teachers and students", and the evaluation of "teacher dignity". The theory of building a harmonious relationship between teachers and students is put forward, and the harmonious relationship between teachers and students is based on the general characteristics of human nature and realizes the organic unity between the students and teachers. The intersubjective relationship of democracy, equality and emotional blending is naturally formed between the students and the harmonious combination of the two factors and the two processes of teaching and learning. Both teachers and students are in a positive and happy state in this relationship, finally realizing the ultimate goal of promoting the perfection of the development of both teachers and students, especially the students. The reasons and basic measures to build a harmonious relationship between teachers and students.
The innovation of this article mainly includes the following aspects: a systematic review of the history of the ideological evolution of the relationship between teachers and students in China for a hundred years; a systematic summary or evaluation of the thoughts, experiences and lessons of the relationship between teachers and students in China for a hundred years, and the five values of examining or constructing the relationship between teachers and students so as to be able to be more scientific, It is more reasonable to examine the relationship between teachers and students or to construct the theory of teacher-student relationship, and try to examine the relationship between teachers and students from a new angle of view, that is, the theory of harmony, the theory of human nature, the theory of education and so on, to reconstruct the relationship theory of teachers and students, and to systematically excavate and organize the historical data about the relationship between teachers and students in the past hundred years. It is helpful to construct a more scientific theory of teacher-student relationship and to solve various practical problems in the relationship between teachers and students in China. Therefore, it has important academic meaning, theoretical significance and practical significance.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2008
【分类号】：G456

【引证文献】