价值博弈中的我国班级教育研究:历程、内容与路径

发布时间：2018-03-31 02:28

本文选题：班级教育　切入点：集体主义　出处：《华东师范大学学报(教育科学版)》2013年04期

【摘要】：建国至今,我国的班级教育研究经历了介绍引进、践行改造、严重破坏、发展实验、反思重建、深化拓展六个阶段;在价值取向上表现为从集体主义为核心,走向集体与个性的平衡,以及迈步新集体主义的博弈;在研究内容上集中于班集体建设、班级性质、班主任工作三个方面;在研究路径上基于心理学、教育学、社会学、管理学等多学科视野。展望未来的班级教育研究,应在复杂理论的方法论指导下使研究成果走向经验与理性的整合。
[Abstract]:Since the founding of the people's Republic of China, the research on class education in our country has experienced six stages: introduction, practice reform, serious destruction, development experiment, reflection and reconstruction, deepening and expanding, and its value orientation is characterized by collectivism as the core. Moving towards the balance of collectivity and individuality, and taking the game of neo-collectivism; focusing on the construction of class collective, the nature of class, and the work of class teacher; on the research path based on psychology, pedagogy, sociology, Looking forward to the future study of class education, we should make the research results move towards the integration of experience and rationality under the guidance of the methodology of complex theory.
【作者单位】：杭州师范大学;浙江大学教育学院;
【基金】：全国教育规划国家一般课题“新班集体教育理论与实验研究”(BHA080020)
【分类号】：G645.1

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