18世纪到20世纪初西方技术教育思想研究

发布时间：2018-04-25 03:05

本文选题：技术 + 技术教育　；参考：《南京师范大学》2015年硕士论文

【摘要】：当今社会,技术对人类生活的影响日益深刻。懂得技术,具有一定的技术素养成为现代人不可或缺的基本素质。为了更好提升公民的技术素养,世界各国掀起新一轮的技术教育改革。在我国,技术学科作为一门发展中的学科,迫切需要一定的技术教育思想作指导。在西方技术教育思想史上,18世纪到20世纪初涌现出卢梭、裴斯泰洛齐、杜威、怀特海等技术教育思想大家,他们揭示了技术教育的一般性、基础性和规律性的东西,能为我国技术教育的发展提供一定的理论支撑和实践指导。基于此,本研究试图以历史唯物主义为指导,综合运用文献分析法、历史研究法进行研究。以第二次技术革命为中间点将18世纪到20世纪初的西方技术教育思想划分为两部分：18世纪到19世纪中期的西方技术教育思想和19世纪后期到20世纪初的西方技术教育思想。从技术革命、技术哲学和技术教育发展的角度进行背景分析。对占主流地位的卢梭、裴斯泰洛齐、赫胥黎、杜威、怀特海的思想进行深入剖析。概括出18世纪到20世纪初西方技术教育思想具有尊重自然,倡导儿童本位；劳动教育与技术教育相互结合；关注学生行动能力与实践能力的培养；重视家庭技术教育；技术学习内容相对简单的特点。19世纪后期到20世纪初的西方技术教育思想具有重视基础教育中的技术教育；注重技术教育与社会生活的联系；强调技术课程与其他课程联系；遵循学生身心发展的阶段性和连续性；重视技术教师的培养的特点。本研究通过对18世纪到20世纪初的西方技术教育思想进行梳理总结发现：这一时期技术教育思想开始形成专门的研究领域；涌现出自然主义、实用主义等技术教育思想流派；开始探索技术教育的价值与规律,对技术教育与职业教育的发展产生重要影响。同时,提出18世纪到20世纪初的西方技术教育思想对当前我国中小学技术教育发展的启示：重视技术教育的发展价值与工具价值的统一；强化儿童的经验建构与生活的联系；建立系统的技术教育课程体系；实现校内资源与校外资源的整合。
[Abstract]:In today's society, technology has an increasingly profound impact on human life. Knowledge of technology, with a certain technical literacy has become an indispensable basic quality of modern people. In order to improve the technical literacy of citizens, countries all over the world set off a new round of technological education reform. In our country, as a developing subject, technical discipline urgently needs the guidance of technical education thought. From the 18th century to the beginning of the 20th century in the history of western technological education ideas, Rousseau, Pestrich, Dewey, Whitehead and other technical education ideas emerged. They revealed the general, basic and regular things of technological education. It can provide theoretical support and practical guidance for the development of technical education in China. Based on this, this study attempts to use literature analysis and historical research method under the guidance of historical materialism. Taking the second technological revolution as the middle point, the western technological education thought from the 18th century to the beginning of the 20th century is divided into two parts: the western technological education thought from the 18th century to the middle of the 19th century and the western technological education thought from the late 19th century to the early 20th century. The background analysis is carried out from the perspective of technological revolution, philosophy of technology and development of technological education. Rousseau, Pestellozzi, Huxley, Dewey and Whitehead are deeply analyzed. From the 18th century to the beginning of the 20th century, the western technological education thought has the following characteristics: respecting nature, advocating child-oriented education, combining labor education with technical education, paying attention to the cultivation of students' ability of action and practice, paying attention to family technical education; The western thought of technology education from the late 19th century to the beginning of the 20th century has paid attention to the technology education in the basic education, paid attention to the connection between the technology education and the social life, emphasized the connection between the technology curriculum and other courses. Follow the stage and continuity of students' physical and mental development, and attach importance to the characteristics of the cultivation of technical teachers. This study summarizes the western technological education thoughts from the 18th century to the beginning of the 20th century and finds that during this period the technical education thought began to form a special research field and emerged naturalism pragmatism and other schools of technological education thought. Beginning to explore the value and law of technical education, it has an important influence on the development of technical education and vocational education. At the same time, the author puts forward the enlightenment of the western technological education thought from the 18th century to the beginning of the 20th century to the development of technical education in primary and secondary schools in our country: attaching importance to the unity of the development value and the tool value of the technical education, strengthening the connection between the experience construction and the life of the children; Establish a systematic curriculum system of technical education and realize the integration of internal and external resources.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G710

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