我国“因材施教”教育思想价值取向演变评析

发布时间：2018-05-17 18:32

本文选题：因材施教 + 价值取向　；参考：《广西师范大学》2007年硕士论文

【摘要】： 价值是值得希求的或美好事物的概念,反映每个人所希求的东西,任何人类的造物都是人类一定价值的载体,教育也不例外。我国封建社会教育的最主要价值就是政治工具价值,为统治阶级培养政治支配人才;到了近代,随着工业文明的发展,教育的价值又主要地体现为维持人类生活的手段,为工业生产培养劳动力;随着当代知识经济和信息社会的来临,社会发展科学文化加速进步,对人的素质提出了前所未有的全方位挑战,教育逐渐转向强调其本体价值,即对人的发展价值。 “因材施教”作为我国传统的教育思想,从先秦时代孔子的因材施教伟大实践开始,就同教育及其他一切人类造物一样,与人类的价值联系在一起。根据特定时代的不同特征,“因材施教”教育思想的价值取向也有所不同,本文根据我国历史发展的特点,将我国因材施教价值取向发展分为三个阶段:中国古代传统农业社会时期取向“学而优则仕”的因材施教,现代化进程时期取向“经世致用”的因材施教,中国后工业社会开始以来追求“人的自我生成”的因材施教。古代农业社会时期,基于“天命之性”的人性等级论,因材施教突出教育的政治支配工具价值,将不同等级的人培养成不同的阶级,正所谓“中人以上可以语上,中人以下不可以语上”,生产方式的落后与人们认识水平低下,使人屈从于“天命”和“天子”——皇帝以及统治阶级的威慑,所以知识及教育只为少数社会上层所需,因材施教主要就是将社会上层子弟培养成“仕”。鸦片战争以来,中国封建王朝的没落与工业文明的开端,带来了教育的巨变,“人性平等”为教育对象扩大提供思想基础,科学知识代替传统伦理道德成为教育的新内容,因材施教转向根据当时各种社会生产知识分类与学生兴趣偏好相结合,以分科教学的形式将学生培养成为社会各类人才,以满足生产需求,实现“经世致用”的价值。时至20世纪90年代,经过改革开放,中国与世界大多数国家一样开始逐渐步入后工业文明时期,社会生产与生活的各个方面对人提出了全新的挑战,多元智能理论确认了人个别化发展的可能,人类对自身发展的新认识为人的自我生成提供了思想基础,因材施教走向“人”与“教育”的回归,追求每个学生的自我生成。
[Abstract]:Value is the concept of desirable or beautiful things, reflecting what everyone desires. Any human creation is the carrier of human value, and education is no exception. The most important value of education in feudal society in China is the value of political tools, which trains political dominators for the ruling class. In modern times, with the development of industrial civilization, the value of education is mainly embodied in the means of maintaining human life. With the advent of the modern knowledge economy and information society, the social development of science and culture accelerates progress, which poses an unprecedented all-round challenge to the quality of human beings, and education gradually turns to emphasize its Noumenon value. Namely the development value to the human. As the traditional educational thought of our country, "teaching according to aptitude" began from the great practice of Confucius' teaching according to his aptitude in the pre-Qin period, and was connected with human value as education and all other human creations. According to the different characteristics of the specific times, the value orientation of the educational thought of "teaching students according to their aptitude" is different, and this article is based on the characteristics of the historical development of our country. The development of value orientation in accordance with aptitude in our country is divided into three stages: the orientation of traditional agricultural society in ancient China is that "learning is superior to official", and in the process of modernization, the orientation is to teach students in accordance with their aptitude, and to teach them according to their aptitude in the course of modernization. Since the beginning of China's post-industrial society, the pursuit of "self-generation of human beings" in accordance with their aptitude. In the period of ancient agricultural society, based on the theory of hierarchy of human nature, teaching according to students' aptitude and highlighting the value of political dominating tool of education, people of different levels were trained into different classes. The backward production mode and the low level of people's understanding make people succumb to the "destiny" and the "son of Heaven"-the deterrence of the emperor and the ruling class, so that knowledge and education are only needed by the upper classes of a small number of society. Teaching students in accordance with their aptitude is mainly to cultivate upper-class children into "official". Since the Opium War, the decline of China's feudal dynasty and the beginning of industrial civilization brought about great changes in education. "Equality of humanity" provided the ideological basis for the expansion of educational objects, and scientific knowledge replaced traditional ethics and morality as a new content of education. According to the classification of social production knowledge and the students' preference of interest, the students are trained into various kinds of talents in order to meet the demand of production and realize the value of "using the world". From then to the 1990s, after the reform and opening up, China, like most countries in the world, began to step into the post-industrial civilization period gradually. All aspects of social production and life put forward a new challenge to people. The theory of multiple intelligences confirms the possibility of individual development, and the new understanding of human's own development provides the ideological basis for the self-generation of human beings. The theory of multiple intelligences leads to the return of "human" and "education" in accordance with their aptitude, and the pursuit of the self-generation of each student.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G521

【引证文献】