【作者】 黄恒忠；

【导师】 杜时忠；

【作者基本信息】 华中师范大学 ， 教育学原理， 2013， 博士

【摘要】 随着重视创新、重视发展的变革时代的到来,主体意识、主体能力、主体精神逐渐成为经济社会发展人才素养的必备要求。顺应时代的呼唤,中国基础教育必须在受教育者自我教育意识、能力、精神的形成和主动发展上有所作为,因为受教育者的自我教育意识、能力和精神是其主体意识、能力、精神形成和发展的基础。自砺教育研究正是在素质教育实践深化的背景下,从自我教育的角度来对旨在培养学生主体意识、精神和能力的教育理念和模式所进行的探讨。自砺品质的养成,离不开自砺活动的开展和推行。自砺是主体自我认识、自我规划、自我践行与自我反思的活动。从历时态的角度看,自我认识、自我规划、自我践行、自我反思是自砺活动的四个环节,有相对的阶段划分；从共时态的角度看,自我认识、自我规划、自我践行、自我反思是自砺活动的四个方面,共存于一体。自砺教育,是指教育者引导、帮助、指导和激励受教育者自我认识、自我规划、自我践行、自我反思的自我教育活动。自砺教育的心理机制是活动影响论,即学校教育要想在人的发展中起主导作用,教育者不仅要创设有利于受教育者发展的各种有利条件,而且更重要的是精心设计和展开有利于受教育者身心发展的各种活动,并在指导和帮助下促进受教育者发展；自砺活动并不是与一般学习活动、道德学习活动、交往与社会实践活动(其中,交往与社会实践活动是蕴含于一般学习活动和道德学习活动之中的)相独立的单独一类活动类型,而是蕴含于一般学习活动、道德学习活动、交往与社会实践活动之中的一种活动类型,是一般学习活动、道德学习活动、交往与社会实践活动的展开。依据活动影响论,要促进学生的发展,必须改善教学活动,尤其要改进学习活动,特别是要增强学生学习活动的自主性(本文理解为自砺性),这是现代教学论的根本任务。自主学习、探究学习、合作学习都是具有自砺性的一般学习活动,其中,自主学习是强调学习活动过程的自觉主动性的学习活动,探究学习是强调学习活动方式的自觉主动性的学习活动,合作学习是强调学习活动组织形式的自觉主动性的学习活动。要促进学生的道德发展,必须改善德育活动,尤其要改进道德学习活动,特别是要增强学生道德学习活动的自主性(本文理解为自砺性)这是现代德育论的根本任务。活动学习、情感体验、制度参与是具有自砺性的道德学习活动,其中,活动学习是强调活动过程的自觉主动性的道德学习活动,情感体验是强调活动过程的主体感受性的道德学习活动,制度参与是强调活动环境的主动参与的道德学习活动。以自主学习、探究学习、合作学习等自砺性的学习活动方式和建构主义学习理论为理论视角,来审视现实学校中学生的一般学习活动方式和教学活动模式,以活动学习、情感体验、制度参与等自砺性的道德学习活动方式和生活德育理论为理论视角,来审视现实学校中学生的道德学习活动方式和道德教育活动模式,现实学校中的自砺教育还存在着诸多的缺失。首先,在教育教学认识方面,重对教材知识的掌握,轻对自我认识的引导,表现为：重教材知识的客观性,轻教材知识自我认识的文化性；重教材知识的掌握性,轻教材知识自我认识的理解性。其次,在教育教学设计方面,重对教的进程的预设,轻对自我规划的帮助,表现为：重教什么的设计,轻学什么的设计；重怎样教的设计,轻怎样学的设计。第三,在教育教学实施方面,重对教的安排的推进,轻对自我践行的指导,表现为：重知识的积累,轻批判、综合和合作意识的培养：重各种形式的灌输,轻亲身体验的讨论、实验和研究。第四,在教育教学评价方面,重对教的结果的评价,轻对自我反思的激励,表现为：重总结性评价,轻形成性评价；重标准化结果,轻个性化理解。自砺教育实践的缺失,不仅违背了现代学习方式和现代学习理论的理念,违背了现代道德学习方式和现代德育理论的精神,而且也不利于培养适应现代经济社会发展需要的人才。为建构自砺教育模式,现代学校必须在以下几个方面做出努力：首先,重塑“以人为本”的学校与教师、教师与学生的关系,通过教师参与学校管理、建设教师发展学校来重塑“以师为本”的学校与教师的关系；通过从学生的心理出发来思考教育教学实践、从学生的自主学习态度与能力出发来思考教育教学实践、从学生的自我认识、规划、践行、反思出发来思考教育教学实践来重塑“以生为本”的教师与学生的关系。其次,重视自砺品质的培养,不断丰富教育教学的自我教育目标,着力培养学生学习自主、心理自尊、性格自强、行为自律、生活自理等自砺品质。第三,深度开发教育教学的自我教育资源,完善自砺品质培养的课程体系,将有关学生自身情感、态度、价值观和个性的知识直接列入综合实践活动课程内容；改革课堂教学,激活学生的情感、态度、价值观和个性；完善班级管理,搭建学生自砺品质发展的平台。H学校自砺教育理念与提出者的个人成长渊源、教学实践反思和治校理想追寻密不可分。H学校探索了学习自主的课堂教学模式,形成了活动自治的学校德育特色。更多还原

【Abstract】 As the time shifts to emphasize subject’s innovation and development, subject consciousness, competence and subject spirit have become the necessity of our society. The basic education in China has to lay emphasis on the educatees’ consciousness, competence and spirit of self education as those aspects are the basis of the formation and development of their subject consciousness, competence and subject spirit. Research on Zili education is right the probe into the educatees’subject consciousness, competence and spirit, hoping to discuss its educational ideas and modes at the background of quality-oriented education which may assist to foster both the students’ knowledge, personal characteristics, self-directed development so as to develop their courage and willpower.The spirit of self education relies on Zili education activities. Zili education consists of the series of activities such as subject consciousness, self planning, self practice and self reflection. From the diachronic aspect, those are the four independent phases of Zili activities, however such four phases are interrelated. From the Synchronous Aspect, Zili education is one that educates self consciousness, self planning, self practice and self reflection guided by educators, the process of which is a collaborative one by the two sides.seeking education via dialogues, communication, experience and reflection so as to acquire new thought, creating new plans, starting new practice, forming new reflection in specific contexts.The Theory of Activity Influence is the psychological mechanism of Zili education,which holds that the leading role of school education functions when educators try to create all the necessary beneficial conditions and Furth more elaborately design and develop all the activities, guiding and helping the educatees’ mental and physical development, activities may be divided into three categories:learning activities\moral activities and social practices. Zili education doesn’t exit independently but contained in all the above activities, in other words, Zili education is the further expansion of such activities. According to the theory, the best development of the educatees calls for the improvement of the learning activities.especially the self reliance, or Zili. Self-directed learning, exploration learning, cooperative learning are all learning activities possessing Zili character among which self-directed learning lays emphasis on initiative learning during the learning process, exploration learning lays emphasis on initiative learning means, cooperative learning lays emphasis on the organizing forms of initiative learning. Constructivism is also a modern learning theory advocating subjects’Zili which holds that learning process is one that the learners construct their own meaningful learning based on the existing experience. the learning process is the combination of primary learning activities and advanced learning activities thus teaching activities should center on the learners’ learning activities. Moral activities, especially moral learning activities should be improved so as to enhance the students’ self learning ability to promote the students’moral development, which is the fundamental task of modern moral education theories. Learning by activities, affect experience, institutional participant all belong to moral learning activities which can foster Zili. learning by activities emphasizes conscientiousness, affect experience emphasizes emotional feelings. institutional participant emphasizes active participate in the living environment. life moral education is also a modern theory aims at promoting subjects’Zili, it holds that moral education should base on the students’ life and be done during their life. as a theory steering the students’ moral life, it lays emphasis on the moral experience and practice, highlighting their dynamic. Basing on the above theories, such as self-directed learning, cooperative learning and constructivism, we can easily conclude that the students’ school learning practice is defective. Compared with the demands of learning by doing, emotional experience and institutional participant, moral practice of schools is also defective. Firstly, the mastery of textbook knowledge outweighs self experienced knowledge, which enforces the subjectivity of textbook knowledge and despises the role of self assessment. Secondly, for teaching designing, the designing of teaching process is given more emphasis than self-planning thus what and how to teach outweighs what and how to learn. Thirdly, as for educational practice, more emphasis is given to teaching plans than guidance to the students thus the accumulation of knowledge outweighs critical thinking, inculcation replaces various discussions, experiments and researches. Fourthly, as for educational assessment, summative assessment has taken the place of formative assessment, testing results outweighs testing process.The absence of Zili education has violated modern learning modes and notions, modern moral learning modes and notions as well, which is harmful for fostering talents who the modern economic society are urgently needed. Such measures have to be implemented to reconstruct Zili education. Firstly, the new humanistic school-teacher and teacher-student relationship should be constructed. The new school-teacher relationship will be built via the teachers’ involvement in the management of school affairs. The students’ psychological conditions, the attitudes and competence of self-directed learning should be considered while teaching, students-centered relationship should be practiced considering the students’ self consciousness, planning, practice, reflection. Zili character should be given emphasis by cultivating the students’ self educating in terms of fostering the students’ characters of self guided learning, self respect, self-improvement, self discipline and self reliance. Thirdly, systematic curricula have to be designed with the deep imploration of self educational resource such as the students’ self emotional experience, attitude, values and individuality. Classroom management is also a good platform of Zili character.The concept of Zili education grows closely with the pioneer’s personal development, reflecting to teaching practice and the ideal of managing H school. H school has explored the mode of Autonomous learning class, and has been forming a feature of self-managing moral education.更多还原