凯洛夫主编《教育学》在我国的引进及其影响
发布时间：2019-03-02 21:11
【摘要】： 自20世纪50年代,凯洛夫主编《教育学》传入我国,在我国引起了巨大的反响和影响。作为第一部用马克思主义的观点,方法和立场来阐释教育思想和理论,研究教育问题和现实的著作,由于符合我国当时的社会制度和现实,被我国的教育学者广为的接受和学习。今天我们重新回顾凯洛夫主编《教育学》在我国引进和传播的历史过程,研究它引进过程中的特点,对于我们今天探索建设具有我国特色的教育学理论具有重要的理论和现实意义。 研究的意义主要有二:其一、通过查阅资料发现国内对凯洛夫教育的研究主要集中在凯洛夫教育思想、教育理论、教学方法的介绍和凯洛夫教育学本土化的问题以及在实践中的应用几个方面,而对凯洛夫教育学在我国的引进历程以及产生的影响的研究甚少。这样的研究对于我们更好的借鉴凯洛夫的教育思想,促进本国教育学的健康发展是非常必要的。其二、希望本课题的研究能为更多致力于凯洛夫教育学研究的人发掘更丰富的研究资料。 全文共有五部分组成: 第一部分主要是对凯洛夫主编《教育学》在我国的引进及其影响进行回顾,提出总共分为四个阶段:第一阶段,1948年——1956年为引进和学习阶段;第二阶段,1956年——1966年为质疑和批判阶段;第三阶段,1966年——1976年为全面否定阶段;第四阶段,1976年——至今为重新评价阶段。 第二部分主要是对凯洛夫主编《教育学》在我国的引进特点进行了归纳,主要表现为:引进以权威报刊杂志的引荐为主要载体;引进以直接输入为主;引进的过程和当时的政治、经济、文化活动息息相关;引进的及时、全面。 第三部分主要考察和归纳了凯洛夫主编《教育学》在我国引进的对我国教育学发展产生的积极影响,主要表现为:引进奠定了马列主义、毛泽东思想在我国教育学发展中的指导地位;引进奠定了我国教育学基本的框架;引进促进了我国教育学体系科学化的探索与构建。 第四部分主要对凯洛夫主编《教育学》在我国引进的消极影响进行了反思,指出引进导致了对苏联教育学的过于依附,影响了我国教育学的发展。 第五部分主要是分析和总结了凯洛夫主编《教育学》在我国的引进的历史启示,指出我们要发展具有我国特色的教育学,要结合自身的特点,批判地对道引进;强化主体意识,客观地对待引进,强化原创研究,科学地对待引进。
[Abstract]:Since 1950's, Kelov's editor-in-chief pedagogy has been introduced into our country, which has caused great reverberation and influence in our country. As the first book to interpret educational thoughts and theories and study educational problems and realities with Marxist views, methods and positions, it is in line with the social system and reality of our country at that time. It has been widely accepted and studied by educational scholars in our country. Today, we review the historical process of the introduction and dissemination of pedagogy, edited by Kelov, and study its characteristics in the process of its introduction. It is of great theoretical and practical significance for us to explore and construct pedagogical theories with Chinese characteristics today. There are two main meanings of the study: first, through consulting the data, it is found that the domestic research on Kelov's education is mainly focused on Kelov's educational thought and educational theory. The introduction of teaching methods and the localization of Kelov pedagogy as well as its application in practice are few studies on the introduction and influence of Kelov pedagogy in our country. This kind of research is very necessary for us to draw lessons from Kelov's educational thought and promote the healthy development of pedagogy in our country. Secondly, it is hoped that the study of this topic can find more research data for more people devoted to Kelov's pedagogy. This paper consists of five parts: the first part is to review the introduction and influence of Kelov's editor-in-chief Pedagogy in China, and put forward a total of four stages: the first stage, 1948-1956 was the stage of introduction and learning; The second stage, 1956-1966 is the stage of challenge and criticism; the third stage, 1966-1976 is the stage of total negation; the fourth stage, 1976-is the stage of re-evaluation. In the second part, the author summarizes the characteristics of the introduction of pedagogy edited by Kelov in our country, mainly as follows: introduction of authoritative newspapers and magazines as the main carrier, introduction of direct input as the main carrier, introduction of education as the main carrier, direct input as the main carrier and direct input as the main carrier. The process of introduction is closely related to the political, economic and cultural activities at that time; the introduction is timely and comprehensive. The third part mainly investigates and summarizes the positive influence of the introduction of pedagogy edited by Kelov on the development of pedagogy in our country, mainly as follows: the introduction of pedagogy laid down Marxism-Leninism; The guiding position of Mao Zedong thought in the development of pedagogy in China; Introduction establishes the basic framework of pedagogy in China and promotes the scientific exploration and construction of pedagogy system in China. The fourth part mainly reviews the negative influence of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that the introduction of pedagogy leads to the excessive dependence on the pedagogy of the Soviet Union and affects the development of pedagogy in our country. The fifth part mainly analyzes and summarizes the historical enlightenment of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that we should develop pedagogy with our own characteristics and introduce Tao critically according to our own characteristics. Strengthen the subject consciousness, objectively treat the introduction, strengthen the original research, scientific treatment of the introduction.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G521
本文编号：2433481
[Abstract]:Since 1950's, Kelov's editor-in-chief pedagogy has been introduced into our country, which has caused great reverberation and influence in our country. As the first book to interpret educational thoughts and theories and study educational problems and realities with Marxist views, methods and positions, it is in line with the social system and reality of our country at that time. It has been widely accepted and studied by educational scholars in our country. Today, we review the historical process of the introduction and dissemination of pedagogy, edited by Kelov, and study its characteristics in the process of its introduction. It is of great theoretical and practical significance for us to explore and construct pedagogical theories with Chinese characteristics today. There are two main meanings of the study: first, through consulting the data, it is found that the domestic research on Kelov's education is mainly focused on Kelov's educational thought and educational theory. The introduction of teaching methods and the localization of Kelov pedagogy as well as its application in practice are few studies on the introduction and influence of Kelov pedagogy in our country. This kind of research is very necessary for us to draw lessons from Kelov's educational thought and promote the healthy development of pedagogy in our country. Secondly, it is hoped that the study of this topic can find more research data for more people devoted to Kelov's pedagogy. This paper consists of five parts: the first part is to review the introduction and influence of Kelov's editor-in-chief Pedagogy in China, and put forward a total of four stages: the first stage, 1948-1956 was the stage of introduction and learning; The second stage, 1956-1966 is the stage of challenge and criticism; the third stage, 1966-1976 is the stage of total negation; the fourth stage, 1976-is the stage of re-evaluation. In the second part, the author summarizes the characteristics of the introduction of pedagogy edited by Kelov in our country, mainly as follows: introduction of authoritative newspapers and magazines as the main carrier, introduction of direct input as the main carrier, introduction of education as the main carrier, direct input as the main carrier and direct input as the main carrier. The process of introduction is closely related to the political, economic and cultural activities at that time; the introduction is timely and comprehensive. The third part mainly investigates and summarizes the positive influence of the introduction of pedagogy edited by Kelov on the development of pedagogy in our country, mainly as follows: the introduction of pedagogy laid down Marxism-Leninism; The guiding position of Mao Zedong thought in the development of pedagogy in China; Introduction establishes the basic framework of pedagogy in China and promotes the scientific exploration and construction of pedagogy system in China. The fourth part mainly reviews the negative influence of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that the introduction of pedagogy leads to the excessive dependence on the pedagogy of the Soviet Union and affects the development of pedagogy in our country. The fifth part mainly analyzes and summarizes the historical enlightenment of the introduction of pedagogy by Kelov editor-in-chief in our country, and points out that we should develop pedagogy with our own characteristics and introduce Tao critically according to our own characteristics. Strengthen the subject consciousness, objectively treat the introduction, strengthen the original research, scientific treatment of the introduction.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G521
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