英国学校价值教育研究

发布时间：2018-05-07 18:41

本文选题：英国学校 + 价值教育　；参考：《武汉大学》2010年博士论文

【摘要】： 在当代西方,价值教育是一种影响广泛的教育理念和实践形式。价值教育思潮自20世纪80年代以来席卷全球。在多元化的社会背景下,英、美等西方发达国家,率先在公立学校实施有意识、有目的、有计划的价值教育。其中,英国公立中小学的价值教育颇具代表性和研究价值,其在理论和实践发展中,积累了丰富的成果和经验,对中国学校价值教育的改革与发展具有重要启示。英国学校的价值教育,与西方价值论的繁荣、发展密切相关,甚至可以说,价值教育就是价值论为解决价值基础危机、反拨科学主义倾向、应对功利主义教育观、倡导人生意义和价值追求的一种实践尝试。本文以辩证唯物主义和历史唯物主义为指导,综合运用文献调查、历史归纳、比较分析及跨学科研究等方法,力求历史与逻辑相统一、宏观与微观相结合；坚持客观求实、合理借鉴的原则,对英国学校价值教育的社会背景、理论基础、历史进程和实施现状进行完整、深入的探讨,联系英国独特的文化传统、社会制度及民族心理,揭示英国学校价值教育的特征与趋势,剖析其合理性与局限性,以便为我国学校价值教育的发展提供参照和借鉴。英国学校的价值教育,形成于特定的历史文化传统和现实社会背景,受到经济、政治、文化和时代因素的影响。文章首先论述了英国学校价值教育的经济背景,揭示市场经济在价值导向上对价值教育的现实要求；其次,考察英国学校价值教育的政治背景,阐明多元民主制度、两党路线政策在学校价值教育发展中的关键作用；最后,剖析英国学校价值教育的文化背景,透视自由主义、保守主义、多元文化对价值教育的重要影响。英国学校的价值教育,建立在特定的哲学依据和理论基础之上。文章首先从人的存在出发,阐释价值和教育的逻辑关系,以及人的价值本性和教化本性,从而确证价值教育的人性论依据；并着重考察价值教育的价值论背景,透视英国教育价值观对价值教育的重要影响；其次,探讨英国学校价值教育的理论基础,剖析人本主义、后现代主义和价值多元论有关价值教育的主要观点,揭示其对英国学校价值教育的指导作用。英国学校的价值教育,主要经历了宗教化、世俗化改革和国家化三个发展阶段。19世纪末之前,英国学校的价值教育处于宗教化阶段,以早期宗教教育和古典绅士教育为主要形式；《1870年初等教育法》的颁布,标志着英国政府正式干预公共教育事业,学校价值教育逐步摆脱基督教会的控制,走向世俗化改革；20世纪末,《新国家课程》将专门的价值教育课程纳入国家课程体系,英国学校的价值教育从此步入国家化阶段。英国学校的价值教育,受到国家性质、社会制度、文化传统和时代因素的共同影响,主要从宏观、中观、微观三个层面和认知、情意、技能三个维度确立其目标,依次表现为国家教育目标、学校培养目标和课程教学目标：英国学校的价值教育主要依据价值类型的划分来构建其内容,涵盖了道德价值、政治价值、宗教价值、科学价值、审美价值、环境价值、健康价值及经济价值等,并将其全面融入各门学科的具体教育内容中。英国学校的价值教育,主要通过显性的正式课程教学和隐性的学校生活渗透实施,不仅利用公民课,个人、社会与健康教育课,宗教课,以及其它国家课程进行直接的价值传递；还充分借助课外活动、精神关怀、学校风气、教师榜样示范、心理咨询及生涯指导等隐性课程施以间接的价值渗透。英国学校价值教育的方法,在方法论意义上,主要分为描述性方法和指导性方法；从实践角度考察,则包括直接指导、问题讨论、集体礼拜、圆周时间及角色扮演等具体方法。英国学校的价值教育,深受世俗化、民主化、现代化及全球化的影响,在总体上表现出宗教性、多样性、融合性及渐进性特征；并随着教育理论研究的深化、学校课程改革的推进、教育民主思想的传播及网络教学技术的运用,呈现出综合化、统一化、民主化及网络化的发展趋势。英国学校的价值教育,在本国文化传统、社会现实条件和西方主流思潮的影响下,既表现出一定的合理性,又存在种种局限。人本主义、经验主义、隐性课程和后现代主义大都对英国学校的价值教育产生了正面作用,使之表现出主体性、实践性、渗透性和开放性；而科学主义、相对主义、放任主义和功利主义,则对英国学校的价值教育造成了负面影响,使其在地位、基础、体系和效果上面临挑战。我国学校的价值教育,应合理借鉴英国学校价值教育的优秀经验,在教育内容上,兼顾一元主导与多样并存；在教育原则上,统一个体取向与社会取向；在教育理念上,协调价值理性与工具理性；在教育方法上,融合价值引导与价值商谈。在“功能”、“效用”日益成为人们首要追求的背景下,我国学校的价值教育陷入了“不合时宜”的尴尬境地；价值教育活动本身一定程度的空洞说教和强制灌输也使其效果因受教育者的“虚假”顺服而不断弱化。因此,从哲学生存论和人学目的论的角度来重新审视、阐明价值和教育的关系,将价值教育统摄于人的存在和现实境遇中,合理认识人的价值本性及价值教育的本质,无疑是我们正确把握价值教育内在规定的基础和前提,有利于促进我国学校价值教育的理论建构和实践发展。
[Abstract]:In the contemporary west, value education is a kind of educational concept and practical form which has extensive influence. Value education has swept over the world since 1980s. In the diversified social background, the western developed countries such as Britain and the United States took the lead in carrying out conscious, purposeful and Planned Value Education in public schools. Among them, British public primary and secondary schools The value education is very representative and research value. In the development of theory and practice, it has accumulated rich achievements and experiences. It has important enlightenment to the reform and development of Chinese school value education. The value education in British schools is closely related to the prosperity and development of Western values, and even to the point of view, value education is the solution of value theory. It is a practical attempt to counter the scientism tendency, respond to utilitarianism education concept, and advocate the meaning and value pursuit of life.
With the guidance of dialectical materialism and historical materialism, this paper makes a comprehensive use of literature survey, historical induction, comparative analysis and interdisciplinary research, and strives to unify history and logic, combine macro and micro, and adhere to the principle of objective and realistic and reasonable reference, and the social background, theoretical foundation and history of the value education of British schools. The process and the implementation of the present situation are fully and thoroughly discussed, connecting with the unique British cultural tradition, the social system and the national psychology, revealing the characteristics and trends of the British school value education, analyzing its rationality and limitations, so as to provide reference and reference for the development of the school value education in China.
The value education of British schools is formed in a specific historical and cultural tradition and realistic social background, influenced by economic, political, cultural and time factors. The article first expounds the economic background of the value education in British schools, reveals the realistic requirements of the value oriented education in the value orientation of the market economy, and then examines the value of the British school. The political background of education, clarifies the key role of the multi democratic system and the two party line policy in the development of school value education. Finally, it analyzes the cultural background of the value education in British schools, and examines the important influence of liberalism, conservatism and multiculturalism on the education of value.
The value education in British schools is based on a specific philosophical basis and theoretical basis. The article first sets out from the existence of human beings, explains the logical relationship between value and education, as well as the nature of human value and the nature of enlightenment, and confirms the basis of human nature in value education, and focuses on the value theory background of value education and the perspective of English teaching. The value education has an important influence on the value education. Secondly, it discusses the theoretical basis of the value education in British schools, analyzes the main views of humanism, postmodernism and value pluralism on value education, and reveals its guiding role in the value education of British schools.
The value education of British schools mainly experienced the three stages of religion, secularization and nationalization. Before the end of the.19 century, the value education of British schools was in the stage of religion, with early religious education and classical gentleman education as the main form; the promulgation of the elementary education law in <1870 marked the formal intervention of the public by the British government. Education, the school value education gradually get rid of the control of the Christian Church and go to the secularization reform. At the end of the twentieth Century, the new national curriculum included the special value education curriculum into the national curriculum system, and the value education of the British schools entered the national stage from then.
The value education of British schools is influenced by the national nature, social system, cultural tradition and time factors. It mainly sets its goals from three dimensions, macro, medium and micro, and three dimensions of cognition, sentiment and skill, which are shown in turn as national education goal, school training goal and course teaching goal: the value education of British schools. It is mainly based on the division of value types to construct its content, including moral value, political value, religious value, scientific value, aesthetic value, environmental value, health value and economic value, and integrate it into the specific educational content of various subjects.
The value education in British schools, mainly through explicit formal curriculum teaching and hidden school life, not only uses civic, personal, social and health education courses, religious courses, and other national courses to carry out direct value transfer, but also with the help of extracurricular activities, spiritual care, school atmosphere, teacher model demonstration, Recessive courses, such as physical counseling and career guidance, are percolated indirectly. The methods of value education in British schools are mainly divided into descriptive and guiding methods in the sense of methodology. From a practical point of view, the methods include direct guidance, problem discussion, collective worship, circle time and role playing.
The value education of British schools is deeply influenced by secularization, democratization, modernization and globalization, showing the characteristics of religion, diversity, integration and gradualism in general. With the deepening of the study of educational theory, the promotion of the reform of school curriculum, the spread of educational democracy and the application of network teaching technology, it is integrated, The development trend of unification, democratization and networking.
The value education in British schools, under the influence of its own cultural tradition, social reality and western mainstream thought, has shown a certain rationality and limitations. The humanistic, empiricism, recessive curriculum and postmodernism have a positive effect on the value education of British schools, making them manifest the subjectivity, Practice, permeability and openness, while scientism, relativism, laissez faire and utilitarianism have a negative impact on the value education of British schools, and they face challenges in their status, foundation, system and effect. In the educational principle, the unity of individual orientation and social orientation, the coordination of value rationality and instrumental rationality in the educational concept, and the integration of value guidance and value discussion in educational methods.
In the background of "function" and "utility" increasingly becoming the primary pursuit of people, the value education of Chinese schools has fallen into the awkward situation of "inopportune"; a certain degree of empty sermon and compulsory instillation in value education itself has also weakened its effect because of the "false" obedience of the educator. To re examine the relationship between value and education, to bring value education to the existence and reality of human beings, to understand the nature of value and the essence of value education, is undoubtedly the basis and premise for us to correctly grasp the intrinsic regulations of value education, and to promote the education of value education in our schools. The construction of theory and the development of practice.

【学位授予单位】：武汉大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G556.1

【引证文献】