全球化背景下中国教学论本土化问题研究

【作者】 宋秋英；

【导师】 丁邦平；

【作者基本信息】 首都师范大学 ， 教育学原理， 2011， 博士

【摘要】 “教学论本土化”是百年来中国学者在“教育学本土化”旗帜下针对异域教学(理)论被盲目照搬和简单移植现象而提出的一个重要命题。当全球化势如潮水般涌来之际,他们逐渐清醒地意识到在教育理论视界与课堂实践场域中“师夷长技以自强”、“会通中外以超胜”的必要性,纷纷从多维层面、多元路径谋寻适合本土的教学良策,力求植根于中国传统教育文化的土壤来检视异域教学智理的养料,以期将萌动蓄发的种苗培育成高大挺拔的乔木,使之无论在当下还是未来的生态林中均能主动吸纳、勃发潜能、互生互融、充分舒展。基于这美好的育化理想,一代代教育界人士在学术征途中悉心钻研、孜孜不倦、矢志不渝,亦把“中国特色教学论的构建与发展”作为他们不朽的历史夙愿、不懈的学术追求、不变的现实情结和不息的时代心声。纵观西方教学(理)论东渐入华的各个历史阶段,从德国赫尔巴特“以教师为中心”到美国杜威“以儿童为中心”再到苏联凯洛夫“以教为本”乃至今日美国之“以学为本”无不先后于华夏风靡云蒸,对中国教育研究与改革均具有重要的启迪与促进作用。期间,并非“全然妄自菲薄、唯洋人之马首是瞻”的教育界造就了一代代倡教兴学的学术群体,但由于种种历史误缘错会,群体中尚缺乏在教与学关系论域上的共同语言和执着诉求,还没有形成一个具有本国特色的、被广泛认同的教与学关系范畴。同时,教育界在引介过程中既忽视了对这些异域理论赖以产生和发展的历史条件、文化背景和思想基础进行系统分析与整体把握,又省却了从本国社会境脉、文化传统等层面对之加以合理批判与适度统整,故而在不同时期“单向度”教育立场的指导下存在着不同程度的生搬硬抄、简单类推、盲目套用等现象。“非古即今”、“非中即西”、“非此即彼”的二元对立思维方式客观上造成了20世纪中国基础教育改革常常既以否定过往的教育实践为开端又以难尽人意而告终,并继之被下一场改革运动所否定,也导致了本国教学理论和实践中教与学孰重孰轻、师与生孰主孰客、知与能孰先孰后、文与道孰本孰末等诸多问题的“钟摆效应”。面对当前以“全球视野、本土行动”为改革主旨的世界教育发展潮流,如何使历经百年沧桑的教学论本土化研究在今后引进与借鉴异域思想的同时避免盲信其话语,在着力解决本土教学实践问题的过程中扩展自己的言说内容和理解方式、升华新的理念并在国际学术博弈中阐发自己的见解、展现特有的风采,成为21世纪中国教学论学科建设的当务之急。教与学的关系乃是教学论研究的核心论题之一,它直接影响着师与生、知与能、文与道的关系模式,被国内外一些学者视为教学(理)论体系的逻辑起点。本课题以教与学的关系范畴为基点,按照“历史分析——文化诠释——未来构想”的谋篇线索,从传统与现代、本土与异域、理论与实践三个维度系统地探讨了全球化背景下“中国教学论本土化客观需要”的必然性问题、“中国教学论本土化往昔境遇”的曾然性问题、“中国教学论本土化当代态势”的今然性问题以及“中国教学论本土化理想指向与发展路径”的应然性问题,倡导以高度的文化自觉达成教学论研究的古今相承、中外融汇、实践创生、国际对话,希冀凸显其境转意迁的社会价值与时代意义。全文由绪论、正文、结语三部分组成。绪论部分主要介绍了课题缘起、价值考辨、理论基础以及研究方法,尤其指明本课题通过对中国古代传统教学思想、近现代教学理念以及“东渐入华”的异域教学(理)论加以适度的历史分析与合理的文化诠释,不仅探讨“何为化”的基本内涵,而且关注“为何化”的深层缘由和“化为何”的事实描述,识别出我国教学论学科建设中的经验和教训,以期进行辩证性扬弃、选择性吸收和创造性转化。正文部分包括四章。第一章首先对“全球化”、“教学论本土化”、“教育学本土化”、“教与学的关系”等相关议题进行了系统的文献综述；接着从马克思辩证唯物主义的发展观出发,以廓清“本土化”的词源释义及其在全球化背景下的必然存在与现实内涵为起点,指出全球化与本土化以“化”为媒介在相互对峙的“全球”与“本土”之间架起了融通的桥梁且它们的共同旨趣在于“化解”自身中不利因素为有利因素进而生成“非类”并获得新的发展；继之从文化哲学中“倡导文化自觉”、“主张回归生活世界”、“推崇师与生之间生命互动互往”等合理内核出发,不仅阐明既重视世界性因素又强调民族性因素的本土化是全球化背景下中国教学论发展的必然选择,而且剖析了教与学关系理念的中国式建构是顺应全球化背景下中国教学论本土化发展的必然需要。第二章和第三章从“探索规律与谋求发展”的马克思主义唯物史观出发,通过追溯近代以来全球化趋势下中国教学论之教与学关系范畴的学术流变及其在不同的时代语境、不同的历史阶段中被屡次改易、重新定义、深度影响的发展进程即考察其“化”于本土的曾然之境与今然之态,不仅呈现出百年来日、德、英、美、苏等异域教学(理)论在中国被引介、汲取以及涵化的实然境遇,而且阐析传播至中国的欧陆“重教”学术话语和英美“重学”学术话语影响中国教与学关系构建的实然状况。第四章首先从“强调历史分析与文化诠释”的比较哲学视角出发,在简述教学论概念之源流汇的基础上阐析教学论学科应以本国特有教学文化场域中的现实问题为基本研究对象,在承传与借鉴以往教学思维成果和异域理论滋养的基础上通过考察本国教学过程中具有情境性、人文性的多种多样的教学活动和千变万化的教学现象来把握本国特定文化浸润下、特定时代背景下的教学本质与规律；接着探讨了全球化背景下中国教学论本土化的应然阐释,并提出“重教”或“重学”的教学文化并非中国教学论本土化进程中教与学关系的中国式应然指向,而构建适合中国国情与民性的教与学关系乃是当前中国教学论本土化研究的重要课题之一；为了进一步扩展对教与学关系的理解以及对教学生命与教学环境关系的认识,本章还从生态哲学的系统观、整体观出发,阐析了教与学关系的中国式应然指向乃是创建以师生生命的发展为要旨、以主体与环境和谐互动为要素、以教与学关系阶段演进为要领的教学文化,希冀形成“无为而教”、“学而有为”、“师生两忘”的教学生态系统。结语部分首先重申教学论既不会是文化无涉的普适性科学原理,也不能是价值中立的抽象化学科知识,而应是隐含着特定教学文化意义与生活价值取向的阐释与解读；接着强调以中国式教与学关系的应然建构为旨归的新型教学文化不仅有利于创设一种生命化、生活化、生成化、联动化的课堂生态氛围,持续关注教与学的品质提升以及师与生在课堂环境中的和谐发展与互融共促,还有利于促进当代中国教学论本土化研究层次的提升,为世界教学论的发展开辟新的空间,更有利于沿承中华民族传统文化的优秀因子、改造不良因子,进而促发国人担当起遏制自我中心、人际淡漠、唯利是图等不良社会风气的公共责任,同时促动世人协力扭转全球范围内人类中心主义所导致的水资源短缺、土地荒漠化、臭氧层破坏、核泄漏频发等生态危机。更多还原

【Abstract】 Aiming at the phenomena that foreign teaching theories or didactics were imitated blindly and unilaterally, the localization of didactics which has been under the guidance of pedagogy localization is the important proposition that Chinese scholars put forward in the recent hundred years. With the rising of globalization tide, they gradually become aware of the necessity of learning foreign advanced techniques to be self-improvement and combining Chinese with foreign to be excellent in the theoretical horizon of education as well as the practical field of classroom, so they have been exerting great efforts to seek multi-aspect and multi-approach localized teaching strategies that could be rooted in the cultural soil of Chinese traditional education to test foreign teaching ideological resources, which is expected to nurture germinating seedlings into tall upright arbors that would actively absorb the quintessence, develop the potential, harmoniously live together and fully grow up in the present or future ecological forest. On the basis of the cultivating ideal, generations of educational scholars not only earnestly study and tirelessly research but also regard the construction and development of didactics with Chinese characteristics as their constant historical aspiration, persistent academic pursuit, unalterable realistic affection and continuous voice of the times.Taking a general view of every historical period when Western teaching theories or didactics were used for reference in China, we find that German Herbart’s teacher-centered ideology, American Dewey’s child-centered conception, Soviet Russian Kairov’s teaching-oriented ideology and American learning-oriented conception were successively of much more edificatory and stimulative significance to the Chinese educational research and reform. During this period, the educational circle which didn’t completely belittle our own ideas or idolize foreign theories has created generations of academic groups that have been advocating teaching and learning. However, owing to a variety of historical inappropriate opportunities, these groups have still lacked common language as well as persistent appeal in the discourse domain of teaching-learning relation and have had no teaching-learning relational category with Chinese characteristics that could be accepted widely. At the same time that foreign teaching theories or didactics were introduced into China, the educational circle not only neglected systematically analyzing and wholly considering their historical conditions, cultural backgrounds and ideological foundation, but also overlooked reasonably criticizing and appropriately integrating them in view of Chinese social environment and cultural tradition, which resulted in indiscriminate imitation, primitive analogy and mechanical application with different degrees under guidance of one-dimensionality educational standpoint in different stages. Such dualistic ways of thinking as either ancient or modern, either Chinese or Western, either this or that objectively induced the twentieth-century basic education reform in China to begin with criticism on the last educational practice, end with dissatisfaction in the present one and be criticized by the next reform, which generated the pendulum effect among the questions on teaching-learning, teacher-student, knowledge-capacity and literature-morality relations in the field of national teaching theory and practice. Facing the development trend of the current world education whose reform theme is global perspective and local action, it has been such urgent affairs in the discipline construction of China’s didactics in the 21st century as how to make the localization study of didactics which has experienced the vicissitudes of a hundred years avoid blindly believing foreign discourses while henceforth introducing and using their teaching ideas for reference, extend our own discourse content and understanding ways while managing to solve the teaching practical poblems in China, sublimate into new ideas while elucidating our own opinions and showing our special styles in the international academic forum.The teaching-learning relation is one of the core topics in the didactic research and directly affects the relational models of teacher-student, knowledge-capacity and literature-morality, which has been considered as the logical starting point in teaching theoretical or didactic systems by some domestic and foreign scholars. According to the structural clue of "historical analysis---ultural interpretation---uture vision", the dissertation is based upon teaching-learning relational category to systematically analyze the inevitable issues of objective requirements, the previous issues of past circumstances, the present issues of contemporary situations, the advisable issues of ideal directions as well as development approaches on the localization of didactics in China under the background of globalization from tradition-modernity, local-foreign and theory-practice dimensions. The dissertation advocates achieving the Chinese-foreign integration, ancient-modern inheritance, practical innovation and international academic communication of the didactic research with cultural consciousness, which is expected to embody the social value and contemporary significance of didactic localization in China following with the changing background.The dissertation consists of such three sections as exordium, main text and conclusion.The exordium section mainly introduces the issue origin, textual value, theoretical basis and research methods. It especially points out that the main text not only discusses the basic connotation what the localization of the teaching-learning thoughts or theories should be, but also describes the essential reasons why the teaching-learning thoughts or theories would be localized and the actual contents what were localized in the teaching-learning thoughts or theories by way of the appropriate historical analysis and reasonable cultural interpretation on ancient Chinese traditional teaching ideas and modern Chinese teaching thoughts as well as Western teaching theories or didactics, which is expected to dialectically sublate, selectively assimilate and creatively transform them through summing up the experience and lessons in the discipline construction of China’s didactics.The main text is logically made up of four chapters. Chapter One firstly systematically summarizes the domestic and foreign correlated research literatures on globalization, localization of didactics, localization of pedagogy and teaching-learning relation. From Marx’s dialectical materialist developmental point of view, it then clarifies the original definition of localization, its necessity and realistic connotation under the background of globalization to further indicate that globalization and localization establish the integrated contact between globality and locality that have been confronting with each other by taking transformation as their medium, whose common purport lies in transforming unfavorable factors into favorable factors and generating newfangle factors. Absorbing the reasonable cores of cultural philosophy that advocates cultural consciousness, asserts returning to the life world and proposes the teacher-student life interaction, it not only expounds the localization that emphasizes both international factors and national factors is the inevitable choice of China’s didactics development under the background of globalization, but also analyzes the Chinese-style construction of teaching-learning relational concept is the inevitable need of China’s didactic localization under the background of globalization. On the basis of Marxist historical materialism that is applied to explore the law and achieve the development, Chapter Two and Chapter Three trace back to the academic evolution of teaching-learning relational category in China’s didactics under the tendency of globalization since modern times and its development process when teaching-learning relational category was repeatedly changed, redefined and deeply affected in the different contexts of the times and historical stages to investigate the past circumstances and contemporary situations of the localization. The two chapters not only present one-hundred-year factual experiences that Japanese, German and Soviet Russian didactics as well as British and American teaching theories were introduced, assimilated and transformed in China, but also interpret the factual situations that European continent academic discourse of emphasizing teaching and Anglo-American academic discourse of emphasizing learning affected Chinese teaching-learning relational construction. From the perspective of the comparative philosophy that puts emphasis on historical analysis and cultural interpretation, Chapter Four briefly describes the origin and development of didactics to interpret that the didactics in normal educational field should take the realistic problems in local teaching-learning cultural domain as the basic research objects to grasp the teaching-learning essence and law in the local specific cultural infiltration and social background by investigating the various teaching-learning activities and phenomena with situational and humanistic characteristics in the local teaching-learning process on the basis of inheriting the previous teaching thoughts and using the foreign theories for reference. It then discusses the expected explanation of China’s didactic localization under the background of globalization, presents that the teaching cultures which lay particular stress on either teaching or learning are not the Chinese-style development direction of teaching-learning relation in the process of China’s didactic localization while constructing the teaching-learning relation suitable for Chinese national conditions and characters is one of the most important subjects in the contemporary China’s didactic localization. For further understanding of teaching-learning and human-environment relations, the chapter also illustrates that Chinese-style development direction of teaching-learning relation lies in building the teaching-learning culture that takes teacher-student life development as its keystone, human-environment harmony as its element, teaching-learning phasic evolution as its essential, which is expected to form the teaching-learning ecosystem that implies non-acting teaching, promising learning, teacher-student equality from the perspective of the systematic view and developmental view in the ecological philosophy.The conclusion section reaffirms teaching theories or didactics that imply the explanation and interpretation of the specific teaching-learning cultural significance and life value orientation are neither universal scientific principles which are not involved in the cultures nor abstract disciplinary knowledge which keeps the value neutrality. What’s more, it stresses that the new teaching-learning culture whose purport is the expected construction of Chinese-style teaching-learning relation will be beneficial to both creating life-centered, living, generative, interactive classroom ecological environment which persistently attends to teaching-learning quality promotion and teacher-student harmonious development, and enhancing the research levels of China’s contemporary didactic localization that will open up a new research field for the world didactics development as well as inheriting the favorable factors and modifying unfavorable factor in our national traditional culture, which advocates the compatriots’public responsibility of resisting such unhealthy social conducts as egocentricity, interpersonal indifference, profiteering and advances the earthling’s cooperation of turning such crises as water shortage, land desertification, ozonosphere disturbance and nuclear leakage caused by the anthropocentrism in the global range.更多还原