想象教育论纲

发布时间：2018-05-06 19:27

  本文选题：想象力时代 + 心理工具　； 参考：《华东师范大学》2016年博士论文

【摘要】：随着第三次工业革命的持续推进,“信息化时代”(Information Age)已经不能完全准确地描述人类现时期的社会形态,而是逐渐被“想象力时代”(Imagination Age)所代替。新时代中,想象力与创造力的重要性将会逐步超过知识与信息。相应的,人才培养理念、培养内容以及培养方式也将会随之发生巨大变革。而处在大变革的前夜,我国教育显然还没有做好准备,甚至可以说是危机重重,具体表现在四个方面：(1)教育目的(道德危机与潜规则德育)；(2)教育内容(课堂教学危机与唯知识教育)；(3)教育方式(组织管理危机与工厂化教育)；(4)教育评价(评价方式危机与唯分数教育)。每一重教育危机的背后无不隐藏着想象力的危机。如何以一种富有想象力的教育形式,来培养出富有想象力的人,从而适应这个即将显现的富有想象力的时代,显然是本文的首要关切。想象教育论域也得以由此展开。借鉴马克斯·韦伯的理想型分析法,“想象力”将会是一个“透镜式”观察与研究当今社会尤其是教育领域的绝佳工具与突破口。鉴于想象基础理论的复杂性,将其引入教育领域,需要经历一个简约化的过程：通过想象理论的“奥卡姆剃刀”,想象力的家族概念和近亲家族概念将得到辨析与澄清；通过想象理论的“教育之眼”,想象理论的教育属性将逐步得到彰显。事实上,针对想象教育(Education Through Imagination)理论,加拿大(富有想象力教育)、美国(想象学习能力清单)以及我国台湾地区(未来想象与创意人才培育计划)已经展开了富有成效的探索。这些探索成果将为我国想象教育论的本土转化与创生提供启示。本文在分析这些有益经验的基础上,综合借鉴维果斯基的心理工具理论以及基兰·伊根教授的“富有想象力教育”理论,尝试提出了想象教育(ETI)的四大理论基础与预设：(1)人人都有想象力并有想象的权利；(2)想象力是一个不断发展的过程(初级想象力和高级想象力纵向递进,认知想象力和情感想象力横向融合)；(3)想象力可以被教授(基于心理工具与中介学习理论)；(4)想象力是一种教育方法论(贯穿学科教育、公民教育和道德教育)。正是以这些理论预设为前提条件,本文又接着提出了更具操作性的想象教育策略体系：(1)课程组织策略(自上而下的主题中心式课程和自下而上的问题中心式课程)；(2)教学设计策略(神话阶段、浪漫阶段和哲学阶段)；(3)评价设计策略(想象力商数Imagination Quotient和想象力赤字Imagination Deficit。同时,在想象教育的本土转化与创生过程中,需要注意三个非常重要的中国语境问题：想象力的权利启蒙；针对知识与理性的态度；重视学业成就。展望未来想象教育的发展空间,主要分为三个层次：(1)从微观上讲,想象教育需要以理论与实践为根基,建立一套成熟完整的教学模式：(2)从中观上讲,想象教育要突破自身局限,经由想象教育(想象力中心)走向教育想象(以教育中心),让全体教育系统(包括学科在内)获得更大的可能性发展空间；(3)从宏观上讲,想象教育需要突破教育系统,走向社会,充分发挥教育或教育学想象力,以“教育立场”和“教育尺度”关照社会发展,并矢志于“教育国”的理想,这是教育人以及教育学人不应放弃的使命与担当。
[Abstract]:With the continuous advancement of the third industrial revolution, the "information age" (Information Age) has been unable to describe the human society in a complete and accurate manner, but is gradually replaced by the "Imagination Age". In the new era, the importance of imagination and creativity will gradually exceed knowledge and information. There will be a great change in the concept of talent training, the training content and the way of training. In the eve of the great change, the education of our country is clearly not ready, and it may even be said to be a crisis, specifically in four aspects: (1) educational purposes (moral crisis and submersible moral education); (2) educational content (classroom teaching crisis and) Only knowledge only education); (3) education mode (organizational management crisis and factory Education); (4) education evaluation (evaluation mode crisis and only fractional Education). Behind every education crisis is hidden from the crisis of imagination. How to cultivate imaginative people with an imaginative educational form to adapt to this forthcoming The imaginative age is obviously the primary concern of this article. The realm of imagination education is also unfolded. Using Max Webb's ideal analysis method, "imagination" will be a "lens" to observe and study the great tools and breakthroughs of today's society, especially in the field of education. Complexity, introducing it into the field of education, needs to experience a simplified process: through the Occam razor of imagination, the family concept of imagination and the family concept of close relatives will be discriminated and clarified; through the "eye of education" of the imagination theory, the educational property of imagination will be gradually displayed. The Education Through Imagination theory, Canada (imaginative Education), the United States (the list of imagination learning ability) and the Taiwan region of our country (the future imagination and creative talent cultivation plan) have already carried out fruitful exploration. These exploration results will provide inspiration for the native transformation and creation of the theory of imagination in our country. Based on the analysis of these useful experiences, the paper tries to put forward four theoretical foundations and presuppositions of imagination Education (ETI) by using the theory of Viggo J Ki's psychological tools and the theory of imaginative education by Professor Kieran Egan: (1) the right of imagination and imagination; (2) imagination is a continuous development. The process (the primary imagination and the advanced imagination of the vertical, cognitive imagination and the horizontal integration of the emotional imagination); (3) imagination can be taught (based on psychological tools and intermediary learning theory); (4) imagination is an educational methodology (through disciplinary education, civic education and moral education). It is based on these theoretical presuppositions. Conditions, this article then puts forward more operational imagination education strategy system: (1) curriculum organization strategy (top-down subject centered curriculum and bottom-up problem centered course); (2) teaching design strategy (mythological stage, romantic stage and philosophical order); (3) evaluation design strategy (imagination quotient Imagination Quotien) T and the imagination deficit Imagination Deficit., at the same time, in the indigenous transformation and creation process of imagination education, we need to pay attention to three very important Chinese contextual problems: the Enlightenment of the right of imagination, the attitude towards knowledge and reason, the emphasis on academic achievement and the prospect of the future development of imagination education, which are divided into three levels: (1) On the microcosmic point of view, imagination education needs to be based on theory and practice and set up a set of mature and complete teaching modes. (2) from the middle point of view, imagination education should break through its own limitations and move to educational imagination (the center of Education) by imaginary Education (imagination Center), and make the whole educational system (including the subject) more likely to develop. Space; (3) from the macro point of view, imagination education needs to break through the educational system, go to the society, give full play to the imagination of education or pedagogy, take "educational position" and "educational scale" to take care of the social development, and aim at the ideal of "educational state", which is the mission and responsibility of the educating and pedagogics.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G40
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本文编号：1853574