可持续发展教育理论研究

发布时间：2018-07-06 12:16

本文选题：可持续发展 + 学校教育　；参考：《山东师范大学》2009年博士论文

【摘要】： 可持续发展,充分体现出科学发展观的精神实质,是中国经济、社会发展的重要指导方针。学校教育是实现环境伦理意识、改变价值观和行为习惯、提高技能并确保见多识广的公众参与决策的关键。因此,学校教育应确立一种新的教育观并重新设计,是当代教育发展的一个极其重要的理念,它关系着可持续发展教育能否取得重大突破,关系到21世纪教育成败与人类自身命运。可持续发展理念的提出,给学校教育带来了前所未有的冲击,是机遇更是挑战。自1987年可持续发展理念提出以来,国际社会就开始探索如何使教育成为可持续发展的支持因素。学校教育被赋予崭新的历史使命,被认为是决定人类生存命运的关键手段。但是可持续发展背景下的学校教育面临着一系列矛盾,必须重新审视重新界定。2002年12月,联合国大会决定开展“教育促进可持续发展十年”活动,决定从2005年到2014年在全球范围内开展有关可持续发展的教育。广义的可持续发展教育理论,不能满足学校教育实践活动的需要。开展学校可持续发展教育理论研究,构建符合我国学校教育实际的理论体系,不仅是进一步推进、完善广义可持续发展教育理论的需要,更是我们有效开展可持续发展教育实践活动的当务之急。学校开展可持续发展教育活动,其根本目的就是要使受教育者形成可持续发展思想观念,重新构建起符合可持续发展的伦理观与价值观,提高受教育者可持续发展的认知水平、学习能力、参与区域和全球可持续发展实践活动的基本能力,以及养成可持续发展的生活技能。一方面,可持续发展教育意在使每个受教育者成为具有可持续发展意识和能力的“可持续发展的人”;另一方面,通过他们影响周围人的思想和行为,唤起全社会生存危机感和可持续发展责任感,提高区域内永久性居民的整体素质,进一步推进区域社会、经济、生态环境的可持续发展。因此,开展可持续发展教育理论研究,具有极为重要的意义。第一,推进可持续发展教育领域理论研究的向前发展。开展相关理论问题研究,利于消除对于可持续发展教育理论的分歧与误解,实现可持续发展教育理论体系的形成与快速发展。第二,能够提高可持续发展教育实践活动的科学性、适用性与有效性。可持续发展教育的积极作用在被共识的同时,也出现了可持续发展教育功能被扩展、放大的趋势。由于理论缺失,现有可持续发展教育实践活动表现出一定的无序性与盲目性,甚至无法判定现有可持续发展教育活动是否具有科学性、适用性。可持续发展教育理论的研究,将有助于可持续发展教育概念理解,更好地了解可持续发展教育特点,准确地把握可持续发展教育活动规律,找准当前可持续发展教育实践活动中存在的问题,从而采取有效措施,有的放矢。第三,有助于国际交流与对外合作。可持续发展教育理论的发展,影响甚至决定着可持续发展教育全球共同性的水平与层次,关系着可持续发展教育实践活动的质量。从教育实践上升到教育理论,意味着对可持续发展教育规律的认识与把握。只有从理论上对地球公民的责任感、使命感、价值观等予以界定、厘清,才有可能保障全球可持续发展教育活动的一致性而不至于迷失方向。也只有从理论上对全球环境与发展问题的成因、危害、与受教育者个体的利益相关性、受教育者权利与责任等给以揭示、确证,才有可能提高可持续发展教育的针对性,确保可持续发展教育实践活动的高标准、高质量。科学研究方法是正确反映研究对象的客观规律的手段。采用科学的研究方法来研究教育现象,才能得出科学结论,发展教育理论。本研究主要采用了历史法、文献材料法和理论分析法等研究方法。对保存或者现有资料进行阅读、整理;追溯可持续发展教育的发生、发展与演变的历史事实;以科学理论为指导,通过分析与综合、归纳与演绎的逻辑方式进行加工整理,在已有的可持续发展教育理论观点的基础上,以理论思维的水平来反映可持续发展教育的客观规律。本研究的主要贡献及其结论如下: 一是提出可持续发展教育概念的定义,明确了概念内涵。对可持续发展教育广义概念与狭义概念进行界定、区分,增强了概念使用的规范性,便于理论研究与学术交流。狭义概念特指学校可持续发展教育,即可持续发展教育就是传播有关可持续发展的知识和理论,促进学生可持续发展伦理观念和可持续发展价值观念的形成,提高学生实施可持续发展的认识、技能与实践能力的有目的、有计划、有组织的教育活动。这个概念包括以下几层含义:①可持续发展教育的构成要素:教育场所是学校,教育活动的参与者是教师和学生;②可持续发展教育具有区域性、阶段性和社会性,其目的要求和教育内容受到可持续发展战略和区域社会政治经济现状所制约;③指明了可持续发展教育的途径与方法,即在学校中通过教师和学生共同参与的教育活动来进行。二是透过可持续发展教育理论与实践的不同视角,通过理论分析与系统思维,对可持续发展教育提出了一些新的见解。①可持续发展教育的价值取向是人的全面发展,通过改造和重塑学生的自然价值观,来重新理解人与人、人与自然的本质关系,全面提升学生生活与生存的基本能力;②可持续发展教育的研究对象是学校教育领域中的可持续发展教育活动,包括可持续发展教育的政策、战略、课程、教学方法等方面问题,可持续发展教育应是独立学科;③可持续发展教育研究的目的是促进文化多样性背景下可持续发展教育理论与实践的发展,因此可持续发展教育既是一门应用科学,也是一门理论科学;④可持续发展教育活动是学校教育活动的有机组成,具有学校教育活动共同的基本特点,两者之间既存在密切联系又有所区别,是部分和整体的关系,可持续发展教育其学科课程应该属于教育范畴;⑤学校教育作为可持续发展系统的一个子系统(可持续发展系统包括经济、自然和社会发展三个子系统,教育是社会发展子系统的子系统),其可持续发展目标的实现受到诸多因素影响。在影响学校教育可持续发展的诸多因素中,可持续发展教育起着极其独特甚至是不可替代的重要作用。三是回溯可持续发展教育理论的发展历史,明晰可持续发展教育理论体系的基本理论构成,探究各有关理论问题的基本内容或核心观点。探讨、解析了可持续发展教育产生与发展的动因。提出可持续发展教育历史嬗变的“五阶段说”——思想萌芽阶段,借壳发展阶段,替代发展阶段,理论体系开始建构阶段,理论相对共识并付诸实践阶段。分析了可持续发展教育价值概念的基本含义,以及可持续发展教育价值观价值教育的基本内容。指出了可持续发展教育目的确立的影响因素、教育目的的结构与内容。通过理论分析与理性思考,认为可持续发展教育的主要特点是:区域(国家)性、阶段性、多样性、公平性、持续性、共同性;建议可持续发展教育实践活动应当坚持的教育原则是:整合性原则、批判性原则、通俗性与专业性要相互兼顾原则、理论联系实际的原则、自主性与开放性相统一的原则。中国是一个发展中的人口大国,面临着一系列环境与发展矛盾,学校教育的支撑作用十分凸显。积极开展可持续发展教育理论研究,不仅是处于我国可持续发展战略需要,展示我国对世界庄重承诺的严肃态度,体现出我国对全球可持续发展教育共同行动的责任感与使命感,也是可持续发展教育理论与实践发展规律的必然要求。
[Abstract]:The sustainable development, which fully embodies the spiritual essence of the Scientific Outlook on Development, is an important guideline for the economic and social development of China. School education is the key to realize environmental ethics, change values and habits, improve skills and ensure a wide range of public participation in decision-making. Therefore, school education should establish a new concept of education and Redesign is an extremely important concept in the development of contemporary education. It is related to the great breakthrough in the education of sustainable development, which is related to the success of education in twenty-first Century and the destiny of the human being.
The idea of sustainable development has brought unprecedented impact on school education, and it is a challenge. Since the concept of sustainable development was put forward in 1987, the international community has begun to explore how to make education a supporting factor for sustainable development. School education is given a new historical mission and is considered to determine the life of human life. In the context of sustainable development, school education is faced with a series of contradictions. It is necessary to reexamine the redefinition of.2002 in December. The United Nations General Assembly decided to carry out "ten years of education for sustainable development", and decided to carry out education on sustainable development worldwide from 2005 to 2014.
The broad sense of sustainable development education theory can not meet the needs of the practice of school education. It is not only the need to further promote and improve the theory of the broad sense sustainable development education, but also to carry out the sustainable development teaching. The urgent task of cultivating practical activities.
The basic purpose of the educational activities of sustainable development is to make the educated to form the concept of sustainable development, rebuild the ethics and values that conform to the sustainable development, improve the cognitive level of the sustainable development of the educated, the learning ability, and participate in the basic ability of the regional and global sustainable development practice activities. On the one hand, sustainable development education aims to make every educated person a "sustainable person" with the consciousness and ability of sustainable development; on the other hand, through their influence on the thoughts and behavior of the people around them, the sense of crisis and the sense of sustainable development of the whole society are raised, and the sense of responsibility for sustainable development is raised, and the sense of responsibility for the sustainable development is raised. The overall quality of permanent residents in the region will further promote the sustainable development of regional society, economy and ecological environment.
Therefore, it is of great significance to carry out the research on the theory of sustainable development education. First, promote the development of theoretical research in the field of sustainable development education. Research on relevant theoretical problems will help eliminate the differences and misunderstanding of the theory of sustainable development education, and realize the formation and rapid development of the educational theory system of sustainable development. Second, it can improve the scientificalness, applicability and effectiveness of the practice of sustainable development education. The positive role of sustainable development education has been shared, and the educational function of sustainable development has been expanded and enlarged. Due to the lack of theory, the existing practice of sustainable development education shows a certain disorder. With the blindness, it can not even determine whether the existing educational activities of sustainable development are scientific and applicable. The study of sustainable development education theory will help to understand the concept of sustainable development of education, better understand the characteristics of sustainable development education, accurately grasp the law of sustainable development education activities, and identify the current sustainable development. The problems existing in the practice of educational practice take effective measures and take a definite target. Third, it is helpful to international exchange and foreign cooperation. The development of the educational theory of sustainable development affects even the level and level of the global commonality of sustainable development education, which is related to the quality of the sustainable development of educational practice. The rise to educational theory means understanding and grasping the law of sustainable development education. Only by defining the sense of responsibility, sense of mission, values and so on from the theory of the earth, will it be possible to ensure the consistency of the educational activities of the global sustainable development but not to lose its direction. It is possible to improve the pertinence of the education of sustainable development and ensure the high standard and high quality of the educational practice of sustainable development.
The scientific research method is the means to correctly reflect the objective law of the research object. By using the scientific research method to study the education phenomenon, we can draw the scientific conclusion and develop the educational theory. This study mainly adopts the historical method, the literature material method and the theoretical analysis method. The historical facts of the occurrence, development and evolution of sustainable development education; guided by the scientific theory, processing and sorting through the logical mode of analysis and synthesis, induction and deduction. On the basis of the existing theory of sustainable development education, the objective law of sustainable development education is reflected by the level of theoretical thinking. The main contributions and their conclusions are as follows:
First, it puts forward the definition of the concept of sustainable development education and defines the connotation of concept. It defines the concept of the broad sense of sustainable development education and the concept of narrow sense, distinguishes it, strengthens the normalization of the concept of concept, and facilitates theoretical research and academic exchange. The concept of the sustainable development is the sustainable development education of the school, and the sustainable development education is the communication. The knowledge and theory of sustainable development can promote the formation of students' sustainable development ethics and the concept of sustainable development value, improve students' understanding of sustainable development, aim, plan and organize educational activities, which include the following meanings: (1) the composition of sustainable development education Education places are schools, the participants of educational activities are teachers and students; (2) the education of sustainable development is regional, stage and sociality. Its purpose and content are restricted by the strategy of sustainable development and the current situation of regional social and political economy; 3. The ways and methods of sustainable development education are pointed out, that is, in the school Through teacher and student participation in educational activities.
Two, through the different perspectives of sustainable development education theory and practice, through theoretical analysis and systematic thinking, we put forward some new views to the education of sustainable development. (1) the value orientation of sustainable development education is the all-round development of human beings. Through remolding and remolding the natural values of students, we can reunderstand people and people, people and nature. The essential relationship is to improve the basic ability of students' life and survival; the research object of sustainable development education is the educational activities of sustainable development in the field of school education, including the policies, strategies, courses and teaching methods of sustainable development education, and the sustainable development education should be an independent subject; 3. The purpose of the study is to promote the development of educational theory and practice of sustainable development under the background of cultural diversity. Therefore, sustainable development education is not only an applied science, but also a theoretical science. 4. The educational activities of sustainable development are the organic composition of school education activities, and the basic characteristics of the educational activities of school are common. There is a close relationship and a difference. It is the relationship between the part and the whole. The subject curriculum of the sustainable development education should belong to the educational category. 5. The school education is a subsystem of the sustainable development system (the three subsystems of the sustainable development system including the economy, the natural and social development, the education as the subsystem of the social development subsystem). The realization of the goal of sustainable development has been influenced by many factors. Among the factors that affect the sustainable development of school education, the education of sustainable development plays an extremely unique and irreplaceable role.
The three is to trace the history of the development of the educational theory of sustainable development, to clarify the basic theory of the theory of sustainable development education, to explore the basic contents or core views of the relevant theoretical problems, and to explore and analyze the motivation of the production and development of the education of sustainable development. The "five stage theory" of the historical evolution of sustainable development education is put forward. The basic meaning of the concept of the educational value of sustainable development and the basic content of the education value education of sustainable development education are analyzed, and the establishment of the educational aim of sustainable development is pointed out. The main characteristics of sustainable development education are: regional (National), stage, diversity, fairness, sustainability and commonality through theoretical analysis and rational thinking. The educational principles that should be adhered to in the practice of sustainable development education should be the principle of integration, critical principle and general principle. The principle of mutual consideration between popularity and professionalism, the principle of integrating theory with practice, and the principle of unity between autonomy and openness.
China is a developing country with a large population, facing a series of contradictions between environment and development, and the supporting role of school education is very prominent. To actively carry out the study of sustainable development education theory is not only in the need of sustainable development strategy in China, but also the serious attitude of our country to Zhuang Zhongcheng in the world, which embodies the sustainable development of our country to the world. The sense of responsibility and mission of developing joint action in education is also the inevitable requirement of the development law of sustainable development education theory and practice.
【学位授予单位】：山东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40

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