课堂中的价值观教学

发布时间：2018-09-18 15:35

【摘要】：价值多元时代的到来,使人们的生存与发展面临着新的机遇与挑战。作为专门培养人的一项社会实践活动,课堂教学需要重新进行价值定位和行为反思以应对时代发展的挑战。本世纪初开展的这场规模宏大、盛世空前的基础教育课程改革,提出了知识与技能、过程与方法、情感态度与价值观三维目标,试图改变课堂教学过分关注知识传授与灌输的倾向,使学生在获取知识与技能的同时形成一定的情感态度与价值观。但是,审视现实的教学实践,不难发现我们的课堂教学依然存在严重的应试倾向,依然囿于表层的知识教学而无法自拔,情感态度与价值观维度的目标难以真正有效地落实。为什么会出现这种状况?课堂教学到底应如何实现它的价值观教学目标?在知识教学中是否能够促进学生价值品质的养成?基于以上问题的思考,我们尝试着从课堂教学的层面探讨学生的价值观培养问题。全文分四个部分七个章节展开论述。论文的第一部分(即第一章)是对价值观的本体论思考,从生活的视角入手,吸收价值哲学的相关研究成果,就价值观的实质、特征及结构进行探讨。通过对生活的考察,基于哲学研究的审思,本文认为价值观作为一套复杂的观念系统,不仅是人类特有的一种精神状态,而且也是一种特殊的社会意识。主观性与客观性、变化性与稳定性、一元与多元的辩证统一是价值观的主要特征。价值主体、价值客体、价值标准、价值认识、价值选择、价值实践共同组成了价值观的构成要素。论文的第二部分(即第二章)是对价值观形成过程的思考,探讨了个体价值观形成的机制问题。个体价值观的形成是一个复杂的过程,受各方面因素的影响和制约。从形成条件看,主体需要、自我意识、生活环境和实践活动对个体价值观的形成具有重要作用。从形成过程看,个体价值观的形成是一个将价值心理提升为价值观念,进而形成价值观的过程。在这一过程中,个体通过感知与体验、分析与判断、认同与选择以及组织与体系化等一系列的心理活动,不断建构自己的价值观体系。从形成特点看,个体价值观的形成是自主建构、潜移默化和循序渐进的过程。论文的第三部分(即第三章)是从关系论的视角探讨价值观与人的发展问题。人之发展的价值追求是什么?价值观在人的发展过程中到底发挥着怎样的作用?为什么要强调课堂教学的价值观目标?国际社会其他国家是否有相关的经验值得我们学习?这些问题都将在这一部分探讨。成为知行统一、身心和谐、融入社会的人是人之发展的价值追求。在人的发展过程中,价值观具有行为导向、心理调节和社会认同的功能,有利于人们实践智慧的生成、身心的健康发展以及社会化的实现。价值观在人的发展过程中的重要作用,必然要求以促进人的发展为宗旨的学校教育承担相应的责任。近年来,世界各国都将价值观教学作为了本国教学改革的重点,这也为我国的教学实践提供了许多宝贵的经验。论文的第四部分(即第四、五、六、七章)是从课堂层面来探讨价值观教学的实现机制问题。从教学目标看,我国课堂教学在目标定位上具有明显的功利主义倾向,缺少对学生的精神关怀。将价值观纳入课堂教学目标体系是适应社会发展、满足学生需要、提升教学品质的内在要求。课堂中的价值观教学目标应围绕着人与自然、人与社会、人与自我三个维度展开,正确处理好三维目标之间的关系,尊重学生的个体差异和独特体验,立足学科特点细化教学目标。从教学内容看,我国课堂教学以系统的知识传授为主,教师的主要职责就是将表层的学科知识符号传递、灌输给学生。其实,课堂教学不仅要“教知识的符号”,还要“教知识的意义”。任何知识都由符号、形式和意义组成,知识的意义性存在使学生通过知识习得建立价值观成为可能。一般来说,人们会通过课程设置、教材编写及教学内容组织等方式在教学中渗透一定的价值观内容。从实施过程看,用传统的教知识的方法进行价值观教学其效果微乎其微,因此价值观教学的方法论基础应从传统知识论转向现代解释学。在开展教学活动时,教师要处理好“课堂教学”与“环境营造”的关系,高度重视价值性课堂文化对学生价值观形成的作用,积极创建良好的课堂文化环境。本文还提出了“深度教学”的理念,以解决学科知识教学中学生的价值观培养问题。从教师的视角看,信仰危机、行为失范、心理失调是广大一线教师面临的现实困境,但是其作为价值引领者的责任担当无法推卸。在课堂教学的过程中,教师应努力发挥自身的价值引领作用。当然,这种作用的发挥,不仅需要教师自身的努力,还需要学校及师资培养机构的支持。
[Abstract]:With the advent of the era of value pluralism, people's survival and development are facing new opportunities and challenges. As a social practice activity specializing in training people, classroom teaching needs to re-orientate its value and reflect on its behavior in order to meet the challenges of the development of the times. The reform puts forward three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values, and tries to change the tendency of paying too much attention to knowledge imparting and inculcating in classroom teaching so that students can form certain emotional attitudes and values while acquiring knowledge and skills. There is still a serious tendency to test-oriented, still confined to the surface of knowledge teaching and can not extricate themselves, emotional attitudes and values dimensions of the goal is difficult to truly effectively implement. Based on the above questions, we try to discuss the cultivation of students'values from the classroom teaching level. The full text is divided into four parts and seven chapters.
The first part of the thesis (the first chapter) is the ontological thinking of values, starting from the perspective of life, absorbing the relevant research results of value philosophy, discussing the essence, characteristics and structure of values. Subjectivity and objectivity, variability and stability, and the dialectical unity of monism and pluralism are the main characteristics of values. Value subject, value object, value standard, value cognition, value choice and value practice constitute the constituent elements of values.
The second part of the thesis (the second chapter) is a reflection on the formation process of individual values and explores the mechanism of the formation of individual values. The formation of individual values plays an important role. In the process of formation, the formation of individual values is a process in which the value psychology is promoted to the value concept, and then the value concept is formed. The formation of individual values is a process of self-construction, imperceptibility and gradual progress.
The third part of the thesis (the third chapter) discusses the value and human development from the perspective of relativism. What is the value pursuit of human development? What role does the value play in the process of human development? Why should we emphasize the value goal of classroom teaching? Is there any relevant experience value in other countries of the international community? In the process of human development, values have the function of behavior orientation, psychological adjustment and social identification, which is conducive to the generation of practical wisdom, the healthy development of body and mind, and society. Values play an important role in the process of human development, which necessarily requires school education with the aim of promoting human development to take corresponding responsibilities.
The fourth part of the thesis (i.e. the fourth, fifth, sixth and seventh chapters) discusses the realization mechanism of values teaching from the classroom level. To meet the needs of students and improve the quality of teaching, the teaching objectives of values in the classroom should focus on the three dimensions of human and nature, human and society, and human and self, properly handle the relationship between the three-dimensional goals, respect the individual differences and unique experience of students, and refine the teaching objectives based on the characteristics of the subject. In fact, classroom teaching should not only "teach the symbols of knowledge", but also "teach the meaning of knowledge". Any knowledge is composed of symbols, forms and meanings, and the meaningfulness of knowledge makes students know through knowledge. Knowledge acquisition makes it possible to establish values. Generally speaking, people will infiltrate certain values in teaching by means of curriculum, textbook compilation and teaching content organization. From the implementation process, the effect of teaching values by traditional teaching methods is negligible, so the methodological basis of teaching values should be based on. From traditional epistemology to modern hermeneutics, teachers should deal with the relationship between "classroom teaching" and "environment construction" in teaching activities, attach great importance to the role of value-oriented classroom culture in the formation of students'values, and actively create a good classroom cultural environment. From the teacher's point of view, belief crisis, behavioral anomie and psychological disorder are the practical dilemmas faced by the majority of front-line teachers, but their responsibility as a value leader can not be shirked. Not only the efforts of teachers themselves, but also the support of schools and teacher training institutions are needed.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G420

【引证文献】