学前教育中的科学人文主义教育观

发布时间：2018-07-15 15:20

【摘要】：现代科学技术为人类社会创造了大量的物质财富与精神财富,但是过度地运用科学的思维方式改造教育,导致教育人文性的缺失。这些问题反应在幼儿教育领域主要表现在以下两点：一是幼儿教育的问题：形形色色的幼儿培训机构充斥着家长和幼儿、教师和家长过度重视幼儿智力开发、幼儿园过度应用多媒体技术、幼儿园科学严密的规章制度建立起来、幼儿园环境创设忽视幼儿的参与、幼儿教育评价重视终结性评价、幼儿教育的模式化、幼儿教育批量化生产等等。二是幼儿生活成长的问题：教师、家长对幼儿科学教育的过度重视导致幼儿内心世界空虚、幼儿对学习失去兴趣、家长之间盲目攀比、幼儿心理压力过大、幼儿失去生活的自主性、幼儿个性缺失等等。学前教育的目的是培养体、智、德、美全面发展的人。科学教育为幼儿学习提供了方法,极大地提高了学习效率,幼儿教育不能没有科学教育。但是与此同时还要尊重幼儿的身心发展规律,洞察幼儿的内心世界,尊重幼儿的想法,充实幼儿的精神世界,培养其对人对世界的看法,即对幼儿进行人文主义教育。也就是说,幼儿教育应把科学主义教育和人文主义教育结合起来,才能真正地实现培养人,使幼儿形成完善的人格和良好的性情。如何相结合呢?首先,在价值取向上,既重视科学改善人类的物质生活和精神生活的社会价值,又重视教会幼儿友爱、善良、宽容、责任、学会生活和积极向上的个人价值。其次,在教育实践上,既重视为社会创造财富,又为培养能够理解社会生产意义的人做准备；再次,在教育内容上,既重视对幼儿基本知识和基本技能的传授,又重视对幼儿的兴趣、自主性、主动性和创造性的培养。接着,在教育方法上,既重视传授的方法,又重视启发诱导的方法；然后,在教育功能上,既重视发展人,也重视发展社会；最后,在教育制度上,既重视精英的教育,更重视幼儿教育的普及。学前教育中的科学人文主义教育观以科学主义逻辑为基础,以追求幼儿的的自由和人格的完善为最高目的。马克思唯物辩证法告诉我们实践决定认识,认识对实践具有重要的指导作用。树立科学人文主义教育观,对旧的教育观进行扬弃,践行培养全面发展的人的观念,是当前学前教育领域的一项重要的使命。纵观中外历史,学前教育中的科学人文主义教育观不是从来就有的,而是社会历史的发展的产物。东西方文化中的教育思想、科技成果、哲学成果以及心理学成果等对学前教育中的科学人文主义教育观的产生了重要的影响。因此,本文主要运用历史法、马克思主义辩证法和文献法来研究学前教育中的科学人文主义教育观。论文由四部分组成：第一部分为绪论,主要内容为问题的缘起、研究的意义、文献综述、研究思路与研究方法和概念界定。第二部分为学前教育中的科学人文主义教育观的产生、发展及演进,主要内容为古代、近代、现代学前教育中的科学人文主义教育观的演进,本部分为第三部分教育观的形成做了铺垫；第三部分为学前教育中的科学人文主义教育观,主要是联系当今社会现实论述了构建学前教育中的科学人文主义教育观具有重要的教育价值；第四部分为启示,主要启示为转变教育观念、改变教育制度以及课程设计的新思路。并指出只有重视学前教育中的科学人文主义教育观,才能为培养全面发展的人打好基础。
[Abstract]:Modern science and technology have created a large amount of material wealth and spiritual wealth for the human society, but the excessive use of scientific thinking mode to reform education leads to the lack of education humanity. These problems are mainly reflected in the following two points in the field of preschool education: one is the problem of preschool education: all kinds of young children training institutions It is full of parents and children, teachers and parents overly attach importance to the development of children's intelligence, the over application of multimedia technology in kindergartens, the establishment of the strict rules and regulations of kindergarten science, the neglect of children's participation in kindergarten environment, the evaluation of the preschool education, the pattern of infant education, the batch production of preschool education and so on. Two is the problem of young children's life and growth: teachers, parents' excessive attention to children's scientific education leads to children's inner world emptiness, children's interest in learning, blind comparisons between parents, young children's psychological pressure, children's loss of life autonomy, children's lack of personality and so on. The purpose of preschool education is to cultivate body, intelligence, virtue and beauty. Science education provides a way for young children to learn, greatly improving their learning efficiency, and not without scientific education in preschool education. But at the same time, we should respect the law of children's physical and mental development, observe the inner world of children, respect the ideas of children, enrich the mental world of the children, and cultivate their views on the world for the children. It is to carry on the humanistic education to the young children. That is to say, the preschool education should combine scientism education and humanism education to truly realize the cultivation of the people and make the children form a perfect personality and good temperament. How to combine them? First, on the value orientation, we should not only pay attention to the scientific improvement of the material life and spiritual life of human beings. The living social value also attaches importance to the teaching of young children's love, kindness, tolerance, responsibility, and the learning of life and the positive personal value. Secondly, in the practice of education, it not only pays attention to creating wealth for the society, but also prepares people to understand the meaning of social production, and again, on the content of education, the basic knowledge and basic skills of children are paid attention to. We attach great importance to the cultivation of children's interest, autonomy, initiative and creativity. Then, in educational methods, we pay more attention to the methods of imparting and the method of enlightening. Then, in the educational function, we attach importance to both the development of people and the development of the society. In the latter, the education system attaches great importance to the education of the elite and pays more attention to the children. Education is popularized. The scientific humanism education view in preschool education is based on the logic of scientism, and the pursuit of children's freedom and personality is the ultimate goal.
Marx's materialist dialectics tells us that practice decides understanding and that cognition has an important guiding role in practice. It is an important mission in the field of preschool education to set up a scientific humanism education view, to discard the old educational view and to practice the idea of cultivating people with comprehensive development.
Throughout the history of China and foreign countries, the scientific humanism education concept in preschool education is not always there, but is the product of the development of social history. The educational ideas of the eastern and Western cultures, scientific and technological achievements, philosophical achievements and psychological achievements have an important influence on the scientific humanism education concept in preschool education. Therefore, this article is the main part of this paper. We should use the historical law, Marx's dialectics and the document law to study the scientific humanism education view in preschool education. The thesis is composed of four parts: the first part is the introduction, the main content is the origin of the problem, the significance of the research, the literature review, the thinking and the research method and the definition of the concept. The second part is the section of the preschool education. The emergence, development and evolution of the humanistic view of education are the evolution of the scientific humanism education view in ancient, modern and modern preschool education. This part has paved the way for the formation of the third parts of the education view; the third part is the scientific and humanistic concept of education in the preschool education, which is mainly related to the present social reality. The scientific humanism education view in pre school education has important educational value. The fourth part is enlightenment. The main inspiration is to change the concept of education, change the education system and the new ideas of curriculum design. It is pointed out that only by paying attention to the scientific humanism in preschool education can we make a good foundation for the development of the people with comprehensive development. Foundation.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G612

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