学习的社会性研究

发布时间：2018-01-04 15:28

本文关键词：学习的社会性研究　出处：《陕西师范大学》2016年博士论文　论文类型：学位论文

【摘要】：人是学习的存在。学习不仅是人的本体存在方式,而且是我们每一个人最基本的生存能力和整个社会开启富裕之门的钥匙。学习在本质上是人类个体和人类整体的自我意识和自我超越。社会性问题是理解学习本质及其变革的核心。社会性作为学习的基本属性,从静态来看,学习的社会性是指弥散于构成学习的诸要素之中的基本特质,即学习主体具有社会性、学习客体具有社会性、学习中介具有社会性、学习环境等也具有社会性。从动态来看,学习的社会性强调在学习过程中参与学习活动各方相互联系、相互作用的过程,以及在其过程中所表现出的社会基本特征。绪论部分首先将研究的问题域聚焦在学习的社会性这一核心问题上,从对深化教育本原认识的理论诉求、回应现代教育变革的理性使然、破解学习异化现象的必然选择和探索未来学习变革的内在理路等方面澄清了研究的缘起。并对社会性、学习的社会性相关概念进行了区分和辨析,阐明了研究的理论意义和实践和意义;梳理了国内外关于学习社会性的研究现状和存在问题,提出了本论文研究的整体设计和研究方法等。第一章,从历时性梳理了学习社会性的演进形态。主要采用文献法、比较法分析了有关学习社会性认识的几种学说,追溯了中国自先秦以来的学习社会性的思想谱系和西方自古希腊以来的学习社会性的思想脉络,并结合当代关于学习社会性思想的基本观点,选择了发生认识论的代表皮亚杰、实用主义代表杜威、新行为主义班杜拉、社会文化学派代表维果斯基以及其他代表人物的零星观点,梳理了学习社会性思想的历史源流与思想内核,并揭示了学习社会性与时代精神变迁之间的内在联系。第二章,从多学科视角阐明了学习社会性的立论基础。具体从人学视角分析了认识学习社会性的逻辑前提;从哲学视角运用交往实践观、"生活世界"理论和主体间性理论确证了学习社会性的理论旨归;运用人本主义心理学、建构主义心理学剖析了学习社会性的内源需求;运用社会互依理论、符号互动理论透视了学习社会性的互动效应,并从个体的社会化和社会的个性化发展层面阐明了学习社会性的学理依据。第三章,从静态和动态阐述了学习社会性的理论图景。主要从构成学习的主要要素入手,分析了学习主体、学习客体、学习中介和学习环境等具有的社会性特质;依据"三个世界"理论,动态地阐明了在学习过程中所面临的三重关系,即与客观事物的对象性关系、与他人的人际性关系和与自我的伦理性关系,并析出学习社会性的具体表征,文化性、依存性、交往性、合作性和道德性,进而对学习社会性的内隐表达——知识创生和外在呈现——学习共同体两种存在方式进行了系统考察。第四章,立足我国学校学习的主阵地,通过实证研究对学习社会性的问题进行了实证考察。本章根据第三章提出的学习社会性分析框架,设计调查方案实施调查。主要选取小学高年级、初中、高中和大学的学生和教师,采用随机整群抽样的方法,通过问卷调查、比较研究、案例分析等方法系统考察了学习社会性的基本维度,对学校学习社会性存在的问题进行了透视,并挖掘了学习社会性问题的深层原因。第五章,结合前面研究的理论基础和现实课堂学习实际,首先阐明了基于学习社会性学习变革的逻辑前提主要涉及到学习主体的确立、学习内涵的拓展和学习价值的转变;从微观层面提出了学习变革的内在理路主要在于学习身份的确认、学习意义的协商和学习实践的参与等;从宏观层面分析了学习变革的实践路径主要是转变学习实践观、构建学校学习共同体和创设课堂学习生态等。总之,学习,是人生旅程中最为根源性的营生。学习,是诗意地栖居在世界中具有社会性的整个社会实践哲学的一部分。学习在本质上是一种社会性的存在。通过学习,我们构筑同世界的关系,塑造在这个世界里实现某种抱负的能力,形成同多样的人们共处的社会。
[Abstract]:Who is learning. Learning is not only the human body exists, and every one of us is the most basic survival ability and the whole society to open the rich door key. Learning is in essence the human individual and overall human self consciousness and self transcendence. Social problems is a key to the understanding of the essence and change of learning the basic attributes of social learning. As, from the static perspective, social learning refers to the basic characteristics of the elements of the dispersion in the form of learning, the learning subject is social. The study object is social intermediary, learning is social learning environment, also with the society. From the dynamic point of view, social the study stressed that in the process of learning to participate in the learning activities of the parties mutual connection, interaction process, and the basic social features in the process. The first part is an introduction to research The problem domain focused on the core problem of social learning, from the theory of deepening education demands the knowledge of natural response to the modern education reform, by reason, internal logic etc. the inevitable choice and explore the alienation of learning in the future learning crack change to clarify the origin of the study. And the social, social concepts study of discrimination and discrimination, expounds the research significance in theory and practice and significance; summarizes the status quo and problems of social learning at home and abroad, puts forward the overall design of this thesis and the research methods. The first chapter from the diachronic evolution of social form has reviewed the study mainly. Using the method of literature, comparative analysis of several theories about the learning of social cognition, traces the China since the pre Qin learning social thought and Western lineages since ancient Greece. Study of social ideas, combined with the basic ideas about learning social ideology of contemporary, choice of cognition on behalf of Piaget's theory of pragmatism, on behalf of Dewey, the new behavior of Bandura, Viggo J Ki and other social and cultural representative representative zero star point of view, historical origin and ideological core of combing the social learning thought. And reveal the intrinsic link between the social learning and the spirit of the times change. In the second chapter, from the multi-disciplinary perspective illustrates the theoretical basis of social learning. Analyzes the logical premise of social understanding learning from human perspective; from the perspective of philosophy by using the concept of communication practice, "theory and the subject of the life world" the theory was confirmed the social learning theory aim; the application of humanistic psychology, constructivism learning needs analysis of the endogenous social; social interdependence theory application The theory of symbolic interaction theory, the interactive effect of social learning perspective, and from the individual development level of individual socialization and social clarifies social learning theoretical basis. The third chapter expounds, from the static and dynamic picture of social learning theory. Mainly from the main elements of learning, analysis of learning the main study object, the social nature of learning and learning environment with the intermediary; on the basis of the theory of "Three Worlds", expounds the three dynamic relationship faces in the process of learning, namely object relationship with objective things, and interpersonal relationship with others and self ethical relationship, learning and precipitation the specific representation of social culture, interdependence, interaction, cooperation and moral, and implicit learning of social expression, knowledge creation and external presentation of two kinds of existing ways in the learning community For a systematic study. The fourth chapter, the main position of our country based on the school, through empirical research on the study of social problems were studied. This chapter according to the learning society of the third chapter of the analysis framework, research design implementation of the survey. The main selection of high grade primary school, junior high school, high school and college students and teachers, using random cluster sampling method, through the questionnaire survey, comparative study, case analysis and other methods, investigated the basic dimensions of social learning, the perspective of the school social learning problems, and excavate the deep reasons of learning social problems. In the fifth chapter, on the basis of the theory of previous research and the reality of classroom learning practice, first expounded the study of social learning logic prerequisite for change mainly related to the establishment of learning subject based on the change of learning content and learning from the development value; The micro level put forward the inner logic of learning change mainly lies in the confirmation of the identity of the learning, the learning significance of the study and practice of consultation and participation; from the macro level analysis of the practice of learning path change mainly is to change the learning view of practice, the construction of school learning community and create classroom learning ecology. In a word, learning, life is the most as a source of learning. That is a part of the whole social practice philosophy poetically with social learning in the world. In essence is a kind of social existence. Through the study, we build a relationship with the world, shaping the ability to achieve some ambition in the world, with a variety of forms people live in the society.

【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G42

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