【作者】 顾彬彬；

【导师】 杨小微；

【作者基本信息】 华东师范大学 ， 教育学原理， 2012， 博士

【摘要】 童年指儿童的生活,它取决于成人的意识和态度。现代童年观认为,儿童当下的生活是儿童将来生活的前提,因此儿童需要得到特殊的照料和培养。18世纪是教育上发现童年的世纪,此后的每一个世纪都被称作儿童的世纪。有什么样的童年观就有什么样的教育思想和教育行动。由此形成的现代学校,是童年世纪的产物。学校将儿童按年龄分类,儿童从属于学校；在学校中学习；只能在学校中受教育。现代教育学就在这样的背景下发展起来。所以对现代童年的研究,既是发展学校教育的逻辑起点,又对当下学校教育的批判和反思具有极大的意义和价值。第1章论述了各学科视野中的童年。在历史学家眼中,现代童年是社会进步的表现；心理学则认为童年类似人类的原始期,成人的心理问题大多可以追溯到童年；人类学认为童年是文化建构的,不同社会有不同的童年概念,现代童年并不处于价值链的绝对上端。比较的观点认为在后发现代性国家解决现代童年消逝的问题,可以从传统童年中寻找资源；文学直接生产着对现代童年的想象——理性的和浪漫的,它们径直作用于现实儿童的生活,形塑着社会对现代童年的理解；而文化研究则研究大众商品文化下童年的异化。最后,从研究范式上讲,儿童的自我意识受到了童年研究的重视。以上这些观点成为我们反思当代学校教育理论和行动的重要资源。第2章分析了现代教育学对童年解放的理解。童年自启蒙运动始就被纳入现代学校这一场域中。学校教育必须考虑该给儿童什么区别于其他教育形式的东西,以使他能独立自主地生活、参与社会实践。论文选取了现代教育史上的三位思想家：卢梭、赫尔巴特和杜威,论述了他们对此问题的思考。卢梭是第一个发现童年的教育思想家,他提出要重视童年自身的价值,通过消极教育的手段使儿童天赋理性能够向正确的方向自由地生长,使之成为能够负责独立行动的个体。赫尔巴特认为,应该通过教学的方式形成学生多方面的兴趣和广博的思想范围,最终获得判断力,以期待明智的社会行动。杜威认为儿童经验的生长是学校教育最重要的目标,它是个体与环境实践互动的结果。抽象思维在其中扮演重要的角色,客观知识通过实践被抽象思维纳入到主体经验中来。他们的教育学是启蒙的教育学,是我国反思当代教育现代化实践的参考。第3章转向中国近代曾出现过的进步开明的现代童年观。五四伊始,中国童年从“成人本位”社会文化中解放出来,先后出现了“童心崇拜”、“儿童本位”和“为己·生活”这样关于童年的概念,在传统中融入现代,建构了一种新型的现代童年观。该童年观强调儿童的“生趣”及对这种“生趣”的教育应是使之“生”的观点。叶圣陶是这种童年观的代表,他通过儿童文学、教育小说、教科书及学生杂志等宣扬了这样的教育理想。但在“救亡压倒启蒙”的社会运动下它很快被埋没了。第4章论述了中国当代社会实践中的童年概念。从两个层面论述：一为制度建构,二为教育实践。建国以来新中国从婚姻、刑事犯罪、社会福利、教育等方面,为构建和西方主流一致的现代童年提供了种种制度措施和保障。这种现代童年观最终表现在签订的联合国《儿童权利公约》上,保护儿童的生存权和发展权。但从教育政策上看,童年却不在政策制定者的视野之内。教育实践对童年的意识也有一个渐进曲折的过程。主体性教育实验提出主体性(理性)的培养是学校教育的目标,标志着中国教育走向现代性的开始。新基础教育实践提出“生命·实践”教育理论,认为学校教育变革从近代向现代转型应落实到师生生存方式的转变上才彻底。新课程改革则倡导以儿童为中心的课程文化,并以“研究性学习”作为文化变革的方法论示范。最后,论文分析了当代童年出现的溺爱和应试教育问题,指出其非理性的特质,并非传统童年观的延续。提出这样的观点：学校是完成现代童年的必要社会组织,学校教育具有自身的独特性；学校不应该仅仅面对儿童这一抽象孤立的客体,而应将童年作为整个行动的目标和基础；学校应该构造一种特殊的儿童生活,以儿童发展的自我目的为前提,将他们的未来看作是开放的不确定的。发展儿童的主体经验和抽象能力,是学校教育的任务。更多还原

【Abstract】 Childhood means children’s life which depends on the adult’s awareness and attitudes. The modern conception of childhood claims that children’s present living is the premise of children’s future life, so children need special care and training. Conception of childhood was found in the eighteenth century, then every century is known as the children’s century. According to the conception of childhood, people have the corresponding educational thoughts and actions. The emergence of the modern school is the product of childhood’s century. Based on the age, the schools classify the children who belong to the schools and can only learn at school. The study of the modern childhood not only is the logic starting point of development of school education, but also has important significance for the criticizing and reflecting of the current school education.Chapter1discussed the different childhood in various subjects. The historians think that modern childhood is a manifestation of the social progress. The psychologies claim that the childhood is the primitive of the human and many psychological problems of the adults can be traced to the childhood. The anthropologies figure that the childhood is constructed by the culture which is different in different societies and don’t lie in the top of the value chains. The compared views think that the later-emerged modernity countries can find sources from the traditional childhood to resolve the disappearance of the modern childhood. The imagination of the modern childhood is the product of the literature which acts on the children’s life and shapes the social understanding of the childhood. The researches of the culture study the dissimilatory childhood which is under the mass culture of commodity. In the contemporary childhood studies, the children’s own conscious is valued. The views pointed above are important resources when people reflect on the contemporary school education theory and education acts.Chapter2analyzed the understandings of the modern education theory about the childhood. Since the Enlightenment, the childhood has been incorporated into the modern school system. From then on, the school education must consider what should be given to children that can help children live and participate in social practice independently. The dissertation selects three thinkers of the modern educational history who are Rousseau, Herbart, Dewey, and discuss the subject which they talked about. They believe that the first task of school education is to cultivate the Ration. Rousseau is the first education thinker who discovered the childhood. He claimed that the value of the childhood should be attached great importance. Education should make the children’s talent ration grow freely toward the right direction through the negative educational means, and make them become the individuals who can take independent action. Herbart thought that the students’interests and ideas are formed through the teaching, and by doing so, the students can attain the sense of judgment, and make wise social actions. Dewey believed that the growth of the children’s experience is the most important objective in school education which is the main product resulted from the interaction between the subject and the environment. In the process of the growth of the experience, the abstract thinking plays an important role. The objective knowledge is incorporated into the subject’s experience by practicing. Their pedagogy is the pedagogy of enlightenment, which is the main reference when we reflecting on the contemporary Chinese educational practice.Chapter3analyzed the progressive conception of the childhood in Chinese history. From the May Fourth Movement, the concept of Chinese childhood is liberated from adult standard. There are many slogans about the childhood such as "The worship of Childhood""Child-Centered" in this period. Based on the traditional conceptions about the childhood, people construct a new conception about the childhood. The new viewpoints emphasize the children’s interest and the education of the children’s interest. The representative of the new views about the childhood is Ye Shengtao who propagandizes the views through children literature, educational novels, etc. However, under the movement of "Salvation over Enlightenment", the new conception has buried soon.With the focus point shifted to the modern era, Chapter4discusses the concept of childhood in the practice of contemporary Chinese society which including system construction and educational practice. Since the founding of PPC, the institutions of marriage, criminal, social welfare, and education have provided cornerstone to construct a modern concept of childhood which consistent with western mainstream. Signing of the Convention on the Rights of the Child can be viewed as a symbol of modern concept of childhood. It confirmed the children rights of existence and development. From the perspective of educational institution, the lives of children are not in the sight of education policy-makers. However, from the prospect of educational practice, the main objective is to culture of the subjectivity (ration) and its marks the transform of Chinese education from the traditional to the beginning of modernity. The theory of New Elementary Education ("Life and Practice") holds that the transform of survival of teachers and students is the root of education change. Besides, the New Curriculum Reform of China advocates a child-centered culture of Curriculum, and set the "Research Study" as the demonstration of the methodology of school cultural change. All those tough and twist Chinese education practice finally let the school education gradually approached the modern childhood.The last chapter analyzed the traditional concept of childhood and contemporary issues of childhood which including overprotection and the examination-oriented education, the dissertation proposed such views:school education has its own unique nature; schools should not only set the "children" as their only subject, but also incorporate the whole childhood and be viewed as the basis of the entire operation. School should never deprive the life from the concept of childhood. From prospective above, education should protect the integrity, richness and progressive of children life. Integrity means fitness between life and teaching. Richness stands for all kinds of possibilities in environment. progression is the development of experience. It not only inherits the western modern education thought, but also develops Chinese contemporary educational practice logically. The conception of modern childhood will be another position for the school education to play social cultural criticism function and show its education subject independence.更多还原