中国教育价值观及其转变历史文献研究
发布时间：2021-06-24 06:17
价值观是文化中最核心的部分（Hofstede,Hofstede,&Minkov,2010）。价值观对国家发展（Childe,1952;Halamandaris,2004;Tu,1996;Wiener,2004）、社会文化建构（Basá?ez,2016;Brogan,1994）和个人行为模式（Gudykunst,2001,Kim&Park,2015;Triandis,2012）有着关键性影响。在特定社会背景下,一代代历史人物不断“建构、解构并重构价值观体系”（Kulich,2011,p.52）。因此,价值观是动态的。价值观通过教育影响人和社会的发展。研究一个社会的教育价值观及其历史转变是理解该社会中人与文化的基本途径之一。本研究旨在从历史文献视角探索中国教育价值观及其转变。本论文旨在回答两个研究问题。1.什么是中国教育价值观,包括传统儒家教育价值观和当前中国教育价值观?2.从古至今,中国教育价值观是如何转变的?通过历史分析和文献分析的研究方法,本研究呈现了中国教育价值观图表（图6.1和附件）,中国基本教育价值观（图6.2）,传统儒家教育价值观（图4.12）和当前中国教育价...
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：222 页
【学位级别】：博士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research Motivation
1.2 Research Background
1.3 Research Questions
1.4. Research Procedures
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Values
2.1.1 Definition of Values
2.1.2 Nature of Values
2.1.2.1 Values are Powerful
2.1.2.2 Values are Hierarchical
2.1.2.3 Values are Dynamic
2.1.2.4 Values are Educational Outcomes
2.2 Theoretical Foundations
2.2.1 Kluckhohn and Strodtbeck’s Values Orientation Theory
2.2.2 Schwartz’s Theory of Basic Human Values
2.2.3 Greenfield’s Theory of Social Change and Human Development
2.3 Educational Values
2.3.1 Definition of Education
2.3.2 Educational Values
2.3.3 Working definition of Educational Values for this dissertation
2.3.4 Studies about Chinese Educational Values
2.4 Chapter Summary
Chapter Three: Research Methodology
3.1 Research Methods
3.1.1 Historical Analysis
3.1.2 Documentary Analysis
3.1.3. Historical Documentary Analysis: A Combined Approach
3.2 Reliability and Validity in Qualitative Research
3.3 Qualitative Data Analysis
3.4 Chapter Summary
Chapter Four Historical Analysis of Chinese Educational Values before PRC(2100 BC-1949)
4.1 Introduction
4.2 Historical Development of Chinese Educational Values before PRC
4.2.1 Educational Values in the Xia Dynasty
4.2.2 Educational Values in the Shang Dynasty
4.2.3 Educational Values in the Western Zhou Dynasty: the Duke of Zhou
4.2.4 Educational Values in the Spring and Autumn and Warring States Period
4.2.4.1 Educational Values of Lao Zi
4.2.4.2 Educational Values of Confucius
4.2.4.3 Educational Values of Mencius
4.2.4.4 Educational Values of Xun Zi
4.2.4.5 Educational Values of Guan Zi
4.2.4.6 Educational Values of Mo Zi
4.2.5 Educational Values in the Qin Dynasty: Han Feizi
4.2.6 Educational Values in the Han Dynasty
4.2.6.1 Educational Values of Huanglao School
4.2.6.2 Educational Values of Dong Zhongshu
4.2.6.3 Educational Values of Wang Chong
4.2.7 Educational Values in the Tang Dynasty: Han Yu
4.2.8 Educational Values in the Song Dynasty
4.2.8.1 Educational Values of Zhu Xi
4.2.8.2 The Imperial Civil Service Examination
4.2.9 Educational Values from the Opium War to PRC
4.2.9.1 Christian Educational Values in China
4.2.9.2 Educational Values of Zhang Zhidong
4.2.9.3 Educational Values of Kang Youwei
4.2.9.4 Educational Values of Cai Yuanpei
4.2.9.5 Educational Values of Tao Xingzhi
4.3 Comparison of the Educational Values of 16 Chinese Educators
4.4 Chinese Confucian Educational Values
4.5 Chapter Summary
Chapter Five Documentary Analysis of Chinese Educational Values in PRC(1949-2016)
5.1 Introduction
5.2 Historical Development of Educational Values during PRC
5.2.1 Educational Values before the“Five-Year-Plan”(1949-1953)
5.2.2 Educational Values in the First“Five-Year-Plan”(1953-1957)
5.2.3 Educational Values in the Second“Five-Year-Plan”(1958-1962)
5.2.4 Educational Values in the Third“Five-Year-Plan”(1966-1970)
5.2.5 Educational Values in the Fourth“Five-Year-Plan”(1971-1975)
5.2.6 Educational Values in the Fifth“Five-Year-Plan”(1976-1980)
5.2.7 Educational Values in the Sixth“Five-Year-Plan”(1981-1985)
5.2.8 Educational Values in the Seventh“Five-Year-Plan”(1986-1990)
5.2.9 Educational Values in the Eighth“Five-Year-Plan”(1991-1995)
5.2.10 Educational Values in the Ninth“Five-Year-Plan”(1996-2000)
5.2.11 Educational Values in the Tenth“Five-Year-Plan”(2001-2005)
5.2.12 Educational Values in the Eleventh“Five-Year-Plan”(2006-2010)
5.2.13 Educational Values in the Twelfth“Five-Year-Plan”(2011-2015)
5.2.14 Educational Values in the Thirteenth“Five-Year-Plan”(2016- )
5.3 Educational Value Transformation in PRC
5.4 Current Chinese Educational Values
5.5 Chapter Summary
Chapter Six: General Analysis and Discussion
6.1 Introduction
6.2 A Collection of Chinese Educational Values
6.3 Transformations of Chinese Educational Values
6.3.1 Holistic Chinese Educational Value Transformation
6.3.2 Transformations of Chinese Specific Educational Values
6.3.2.1 Significance of Education, Respect for teacher, Religion andLaw
6.3.2.2 Confucian Moral Education, Socialist Moral Education andIntelligent Education
6.3.2.3 The Most Important Educational Content
6.4 Examination of Cross-cultural Value Theories
6.4.1 Theory of Value Orientation
6.4.2 Schwartz Value Survey
6.4.3 Theory of Social Change and Human Development
6.5 Chapter Summary
Chapter Seven: Conclusions
7.1 Summary of the Dissertation
7.2 Contributions of the Present Research
7.2.1 Theoretical Contributions
7.2.2. Methodological Contributions
7.2.3 Social Contributions
7.3 Research Limitations
7.4 Suggestions for Further Studies
References
Appendixes
【参考文献】：
期刊论文
[1]国家治理视角下的校园暴力防治研究[J]. 宋雁慧. 中国青年社会科学. 2017(01)
[2]国外跨文化价值观理论发展评述[J]. 郭爱丽,翁立平,顾力行. 国外社会科学. 2016(06)
[3]历史是人类最好的老师[J]. 刘荣刚. 中共党史研究. 2016(04)
[4]由依附到整合——近30年农村教育价值观的历史变迁与现实审思[J]. 曲铁华,王丽娟. 东北师大学报(哲学社会科学版). 2012(05)
[5]社会问题与教育约制[J]. 董泽芳. 教育科学研究. 2009(07)
[6]预设与建构——教育价值观演进的思考[J]. 刘旭东. 教育理论与实践. 2007(21)
[7]教育价值观的若干问题[J]. 王冀平. 中共中央党校学报. 2005(03)
[8]试论基督教对中国近现代教育的影响[J]. 黄立志. 西南师范大学学报(哲学社会科学版). 1996(01)
[9]论为学之道——序《道家思想与中国文化》[J]. 张松如. 吉林大学社会科学学报. 1987(01)
[10]教師怎樣看待自己的工作、學生和自己[J]. 丁浩川. 人民教育. 1950(01)
本文编号：3246547
【文章来源】：上海外国语大学上海市 211工程院校 教育部直属院校
【文章页数】：222 页
【学位级别】：博士
【文章目录】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
1.1 Research Motivation
1.2 Research Background
1.3 Research Questions
1.4. Research Procedures
1.5 Organization of the Dissertation
Chapter Two Literature Review
2.1 Values
2.1.1 Definition of Values
2.1.2 Nature of Values
2.1.2.1 Values are Powerful
2.1.2.2 Values are Hierarchical
2.1.2.3 Values are Dynamic
2.1.2.4 Values are Educational Outcomes
2.2 Theoretical Foundations
2.2.1 Kluckhohn and Strodtbeck’s Values Orientation Theory
2.2.2 Schwartz’s Theory of Basic Human Values
2.2.3 Greenfield’s Theory of Social Change and Human Development
2.3 Educational Values
2.3.1 Definition of Education
2.3.2 Educational Values
2.3.3 Working definition of Educational Values for this dissertation
2.3.4 Studies about Chinese Educational Values
2.4 Chapter Summary
Chapter Three: Research Methodology
3.1 Research Methods
3.1.1 Historical Analysis
3.1.2 Documentary Analysis
3.1.3. Historical Documentary Analysis: A Combined Approach
3.2 Reliability and Validity in Qualitative Research
3.3 Qualitative Data Analysis
3.4 Chapter Summary
Chapter Four Historical Analysis of Chinese Educational Values before PRC(2100 BC-1949)
4.1 Introduction
4.2 Historical Development of Chinese Educational Values before PRC
4.2.1 Educational Values in the Xia Dynasty
4.2.2 Educational Values in the Shang Dynasty
4.2.3 Educational Values in the Western Zhou Dynasty: the Duke of Zhou
4.2.4 Educational Values in the Spring and Autumn and Warring States Period
4.2.4.1 Educational Values of Lao Zi
4.2.4.2 Educational Values of Confucius
4.2.4.3 Educational Values of Mencius
4.2.4.4 Educational Values of Xun Zi
4.2.4.5 Educational Values of Guan Zi
4.2.4.6 Educational Values of Mo Zi
4.2.5 Educational Values in the Qin Dynasty: Han Feizi
4.2.6 Educational Values in the Han Dynasty
4.2.6.1 Educational Values of Huanglao School
4.2.6.2 Educational Values of Dong Zhongshu
4.2.6.3 Educational Values of Wang Chong
4.2.7 Educational Values in the Tang Dynasty: Han Yu
4.2.8 Educational Values in the Song Dynasty
4.2.8.1 Educational Values of Zhu Xi
4.2.8.2 The Imperial Civil Service Examination
4.2.9 Educational Values from the Opium War to PRC
4.2.9.1 Christian Educational Values in China
4.2.9.2 Educational Values of Zhang Zhidong
4.2.9.3 Educational Values of Kang Youwei
4.2.9.4 Educational Values of Cai Yuanpei
4.2.9.5 Educational Values of Tao Xingzhi
4.3 Comparison of the Educational Values of 16 Chinese Educators
4.4 Chinese Confucian Educational Values
4.5 Chapter Summary
Chapter Five Documentary Analysis of Chinese Educational Values in PRC(1949-2016)
5.1 Introduction
5.2 Historical Development of Educational Values during PRC
5.2.1 Educational Values before the“Five-Year-Plan”(1949-1953)
5.2.2 Educational Values in the First“Five-Year-Plan”(1953-1957)
5.2.3 Educational Values in the Second“Five-Year-Plan”(1958-1962)
5.2.4 Educational Values in the Third“Five-Year-Plan”(1966-1970)
5.2.5 Educational Values in the Fourth“Five-Year-Plan”(1971-1975)
5.2.6 Educational Values in the Fifth“Five-Year-Plan”(1976-1980)
5.2.7 Educational Values in the Sixth“Five-Year-Plan”(1981-1985)
5.2.8 Educational Values in the Seventh“Five-Year-Plan”(1986-1990)
5.2.9 Educational Values in the Eighth“Five-Year-Plan”(1991-1995)
5.2.10 Educational Values in the Ninth“Five-Year-Plan”(1996-2000)
5.2.11 Educational Values in the Tenth“Five-Year-Plan”(2001-2005)
5.2.12 Educational Values in the Eleventh“Five-Year-Plan”(2006-2010)
5.2.13 Educational Values in the Twelfth“Five-Year-Plan”(2011-2015)
5.2.14 Educational Values in the Thirteenth“Five-Year-Plan”(2016- )
5.3 Educational Value Transformation in PRC
5.4 Current Chinese Educational Values
5.5 Chapter Summary
Chapter Six: General Analysis and Discussion
6.1 Introduction
6.2 A Collection of Chinese Educational Values
6.3 Transformations of Chinese Educational Values
6.3.1 Holistic Chinese Educational Value Transformation
6.3.2 Transformations of Chinese Specific Educational Values
6.3.2.1 Significance of Education, Respect for teacher, Religion andLaw
6.3.2.2 Confucian Moral Education, Socialist Moral Education andIntelligent Education
6.3.2.3 The Most Important Educational Content
6.4 Examination of Cross-cultural Value Theories
6.4.1 Theory of Value Orientation
6.4.2 Schwartz Value Survey
6.4.3 Theory of Social Change and Human Development
6.5 Chapter Summary
Chapter Seven: Conclusions
7.1 Summary of the Dissertation
7.2 Contributions of the Present Research
7.2.1 Theoretical Contributions
7.2.2. Methodological Contributions
7.2.3 Social Contributions
7.3 Research Limitations
7.4 Suggestions for Further Studies
References
Appendixes
【参考文献】：
期刊论文
[1]国家治理视角下的校园暴力防治研究[J]. 宋雁慧. 中国青年社会科学. 2017(01)
[2]国外跨文化价值观理论发展评述[J]. 郭爱丽,翁立平,顾力行. 国外社会科学. 2016(06)
[3]历史是人类最好的老师[J]. 刘荣刚. 中共党史研究. 2016(04)
[4]由依附到整合——近30年农村教育价值观的历史变迁与现实审思[J]. 曲铁华,王丽娟. 东北师大学报(哲学社会科学版). 2012(05)
[5]社会问题与教育约制[J]. 董泽芳. 教育科学研究. 2009(07)
[6]预设与建构——教育价值观演进的思考[J]. 刘旭东. 教育理论与实践. 2007(21)
[7]教育价值观的若干问题[J]. 王冀平. 中共中央党校学报. 2005(03)
[8]试论基督教对中国近现代教育的影响[J]. 黄立志. 西南师范大学学报(哲学社会科学版). 1996(01)
[9]论为学之道——序《道家思想与中国文化》[J]. 张松如. 吉林大学社会科学学报. 1987(01)
[10]教師怎樣看待自己的工作、學生和自己[J]. 丁浩川. 人民教育. 1950(01)
本文编号：3246547
本文链接：https://www.wllwen.com/shoufeilunwen/sklbs/3246547.html
