张敷荣课程与教学论思想形成研究

发布时间：2018-03-30 08:25

本文选题：张敷荣　切入点：张敷荣课程与教学论思想　出处：《西南大学》2017年硕士论文

【摘要】：纵观改革开放以来我国的课程与教学论发展的近四十年历史可知,一方面在具体的学科体系、研究队伍、学术研究规范、学科发展、研究生培养等方面形成了符合中国国情的课程与教学论建设体系,另一方面鉴于该领域在建国初期和改革开放初期存在的对于国外相关理论的引进和介绍等研究现象这一事实,使得我国的课程与教学论建设在一定程度上存在忽视中国问题而对国外课程与教学理论盲从这一“盲目借鉴”问题。张敷荣在课程与教学论一般原理、方法、研究内容和基本逻辑范畴的指导下,针对中国课程与教学论的具体问题和现象开展了符合课程与教学论研究规律的课程与教学论研究,并在此实践基础上形成了张敷荣课程与教学论思想。张敷荣课程与教学论思想是中国特色课程与教学论建设实践的有效案例之一,本文对张敷荣课程与教学论思想形成进行研究,旨在通过对张敷荣课程与教学论思想形成过程、思想阐释、特色分析几部分,形成对我国今后中国特色课程与教学论建设的可借鉴性建议。张敷荣课程与教学论思想形成研究,本文主要于历史和逻辑两方面进行分析,其中从历史脉络梳理上对张敷荣课程与教学论思想在形成过程进行划分包括三个形成时期,具体为1936年以前、1936年-1979年、1979年以后这三个时间段;从逻辑分析角度,可以依据张敷荣课程与教学论思想的理论来源和思想构成,得出张敷荣是基于杜威的教育理论和马克思主义教育理论两方面思想理论来源,在国家政治变革因素、教育科学领域因素、课程与教学论研究因素和张敷荣个体因素这四方面的影响下形成了具有教师中心性、实践基础性和视域融合性特色的包括理念与目标、任务与内容、理论基础、研究方法、教学过程和教学评价这六方面的张敷荣课程与教学论思想内容。基于张敷荣课程与教学论思想形成研究,对中国特色课程与教学论建设提出了坚持中国特色课程与教学论目标、以中国课程与教学论实践为逻辑起点、发展中国特色课程与教学论研究共同体、确立中国特色课程与教学论研究范式、秉持中西视域融合研究视角这五点建议。
[Abstract]:Looking at the nearly forty years of development of curriculum and teaching theory in China since the reform and opening up, we can see that on the one hand, in the specific discipline system, research team, academic research norms, discipline development, On the other hand, in view of the fact that the introduction and introduction of relevant foreign theories existed in this field in the early years of the founding of the people's Republic of China and the early stage of reform and opening up, it has formed a system of curriculum and teaching theory construction in accordance with the national conditions of China. To a certain extent, the construction of curriculum and teaching theory in China has ignored the Chinese problem and blindly followed the foreign curriculum and teaching theory, which is a "blind reference" problem. Under the guidance of the research content and the basic logic category, the research on curriculum and teaching theory in accordance with the research law of curriculum and teaching theory has been carried out in accordance with the specific problems and phenomena of Chinese curriculum and teaching theory. On the basis of this practice, Zhang Zhongnong's curriculum and teaching theory thought are formed. Zhang Zhongnong's curriculum and teaching theory thought is one of the effective cases of the construction practice of curriculum and teaching theory with Chinese characteristics. This paper studies the formation of Zhang Zhongnong's curriculum and teaching theory, aiming at analyzing the forming process of Zhang's curriculum and teaching theory, the explanation of his thoughts, and the analysis of his characteristics. This paper mainly analyzes the history and logic of Zhang Zhonghong's curriculum and teaching theory, which can be used for reference in the construction of curriculum and teaching theory with Chinese characteristics in the future. In this paper, the author classifies Zhang Zirong's curriculum and the thought of teaching theory into three forming periods from historical context, including three forming periods: before 1936, from 1936 to 1979, and from the angle of logic analysis. According to the theoretical source and structure of Zhang Zirong's curriculum and teaching theory, it can be concluded that Zhang is based on Dewey's educational theory and Marxist educational theory. Under the influence of educational science field factors, curriculum and teaching theory research factors and Zhang Fengrong's individual factors, which have the characteristics of teacher-centered, practical foundational and visual integration, they include ideas and objectives, tasks and contents. The theoretical basis, research methods, teaching process and teaching evaluation are six aspects of Zhang Zirong's curriculum and teaching theory. This paper puts forward the goal of curriculum and teaching theory with Chinese characteristics, taking the practice of Chinese curriculum and teaching theory as the logical starting point, and develops the research community of curriculum and teaching theory with Chinese characteristics. Establishing the research paradigm of curriculum and teaching theory with Chinese characteristics and adhering to the five suggestions of integrating Chinese and Western perspectives.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G420

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