【作者】 肖凯；

【导师】 涂艳国；

【作者基本信息】 华中师范大学 ， 教育学原理， 2014， 博士

【摘要】 人类文明史就是一部人的自我完善的历史,但人类进入工业社会后仍旧没有很好地解决人的自我完善的问题,马克思、恩格斯首先提出了人的异化问题,后现代主义学者更是对工业社会中人的自我完善中的不良状况进行了深刻地揭露。数字化时代的来临,以去中心、开放、连通、碎片、跨界、互动、个性为特征的时代曾经带给人们一种这样的想象：数字化时代让人获得了解放,人可以通过操作各种先进的数字化产品自主地学习,充分实现每个人的自我完善。勾勒这副图景的《数字化生存》(尼葛洛庞帝著)一书在国内产生了广泛影响,人们的乐观情绪也随着数字技术在中国的急速发展而不断高涨。如果我们仔细观察今天的现状,我们会发现数字化是改善人的自我完善状况的福音的观点是很值得怀疑的。以中学生为例,今天的中学生在数字化成长过程中面临一个重大的问题：人随时面临异化的风险——人可能成为了数字化技术和产品的奴隶,人本身也被数字化。这样的现象随处可见,学生并不是在控制手机和电脑,而是数字化产品反过来控制学生；我们不是自己在决定学习内容、方式和手段,因为数字化技术似乎已经帮我们决定好了这一切……当前,新闻媒体纷纷报道相关个案。从学校的反应来看,一些学校设置与数字化产品的使用相关的课程,另外一些学校则减少学生接触手机、电脑等的机会。总体而言,人们所采取的措施都是一些零散的治标不治本的行动,我们需要数字化时代的教育理论来系统地指导人们开展数字化时代的教育,将中学生的数字化成长纳入教育研究者和教育实践者的视线中。本研究关注的核心问题是“人的自我完善的问题”。所谓自我完善,就是现实而具体的人通过创造性的社会实践,在处理“我”与现实世界和虚拟世界的关系中不断确认自己存在的独立意义并不断获得超越性意义的一种持续、动态的生命状态。简单地说包含两个方面,一方面是成为人,另一方面是成为自己。“成为人”意味着通过自己的努力从动植物中独立出来,完整地拥有人的属性,这是自我完善的第一层含义；“成为自己”意味着通过自己的努力从人群中独立出来,完整地拥有个人的一切属性,这是自我完善的第二层含义。人的自我完善是针对当下频繁出现的自我毁灭、自我异化、自我迷失、自我分裂等大量现象而提出的概念。自我完善的人应该具备这样一些特点：稳定的自我意识；有效的现实知觉；开放的经验结构；充足的自由感；充分的创造性；开放的价值感；深刻的精神需要等等。在对工业时代反思的基础上,许多精神分析学派和人本主义心理学家对“自我”的问题给予了很多的关注,尤其是马斯洛甚至提出了“自我实现的人”的理论；罗杰斯也提出了“充分起作用的人”；罗洛·梅强调心理学家的首要任务应当是研究现代社会中人们普遍存在的空虚、孤独、焦虑、自我陌生和自我疏离等病态心理,这些论述在数字化成长的过程中依然具有充分价值,甚至他们所审视和批判的不良状况在数字化成长中有更为突出的表现。我们认为人类在数字化时代陷入一种去中心化、外部控制彻底崩解的境地,人类更加自由的同时也更加容易自我迷失,而人的自我完善成为人们走出困境的一种选择。数字化成长中的自我完善主要是个体在处理个人与数字化技术、产品的关系中不断发生的。在数字化成长过程中,人的自我完善出现了一些新的特点,比如：1.数字化成长推动了自我的解放,同时增加了自我迷失的风险；2.数字化成长加速了意义的复归,同时放大了意义缺失的困境；3.数字化成长促进了自由度提升,同时增加了自我控制的成本；4.数字化成长丰富了个体的经验,同时增加了经验加工的难度；5.数字化成长优化了实践的条件,同时增加了实践形式化的可能。今天中国的数字化进程才刚刚开始,新的秩序还没有真正建立起来,而且中国国民性格中存在一些和自我完善相互抵触的因素,这都给人的自我完善带来了一些挑战。数字化成长中人的自我完善的发生机制是：内在自我的涵养；自我意识的觉醒；自我意向的建立；自我超越的获得。中学生数字化成长过程中的自我完善有着重要的意义,有利于改善人的生存状况,有利于改进人的生活方式,有利于提升人的生命价值。在人的自我完善的理论框架下,我们对当代中国中学生数字化成长中的自我完善的现状进行了调查。从中学生数字化成长的概况、中学生数字化成长中的自我认识、中学生数字化成长中的现实知觉、中学生数字化成长过程中的经验获得、中学生数字化成长过程中的自由感、中学生数字化成长过程中的价值感、中学生数字化成长过程中的创造性、中学生数字化成长过程中的精神成长等八个方面的调查,我们得出六个层面的基本结论：中学生在数字化成长中自我完善的特征不充分；数字化成长对中学生的自我完善兼有正反两方面作用；中学生在数字化成长中的自我完善有个别差异性；中学生的数字化成长中的自我完善缺乏自主性；中学生缺乏生命或生活的支配权是自我完善的瓶颈；中学生数字化成长中的自我完善缺乏正面引导力量。当前,中学生数字化成长中自我完善的不良状况与学校教育的现状有很大关系。首先是工业化教育的遗毒危害很深,中学生的“自我”被压抑和否定。主要表现在：学校教育对自我觉醒的限制、学校教育对现实生活的遮蔽、学校教育对思想观念的扭曲、学校教育中活动形式的异化、学校教育对创造需要的抑制。其次,数字化浪潮对学校形成巨大冲击并解构了学校的秩序,让师生无所适从。主要表现在：叙事结构崩塌、信息爆炸、碎片化生存以及“当下的冲击”增加了中学生在学校中自我完善的难度。最后,我们在推进数字化教育的进程中也走入了一些误区。例如：现代教育技术的滥用；教学过程的泛技术化；科学技术对人文的压制；学校教育的快餐化等等,这种过分推崇技术理性的倾向有损于人的自我完善。我们必须用数字化时代的教育来培养人,才能促进中学生在数字化成长过程中的自我完善。我们应该推动工业化时代的教育向数字化时代的教育转向,否则我们的教育会处于一种用工业化时代的教育培养数字化时代的人的荒谬境地。这种改变首先从思想开始,数字化时代是一个“钟”向“云”转向的时代,我们必须推动自组织的人的诞生,推动“作为技艺的教育”向“作为文化的教育”转向。我们理想中的数字化时代的教育将呈现出一种新的形态,表现为：4A教育时代的来临；个性化的教育形式；可能性的教育思维；教育内容的选择性；教育活动的参与性。为了数字化时代的理想教育的早日到来,我们应该对当前的教育进行改革：培育内发的教育生态系统；建立开放的学校教育制度；推行去中心化的学校管理；建构支架式的课程体系；倡导教师作为“引导者”的教学。更多还原

【Abstract】 The history of human civilization in essence is a history of self-perfection. However, problems of human self-perfection have not been well sloved since we walked into the era of industrialization, although Marx and Engels having first pointed out self-alienation of people, scholars of post-modernization having deeply exposed the bad situation of self-perfection of people in industrial society as well. The arriving of digital era, with the attributes of de-centralization, openness, connective, shattering, multi-facets, interaction and personality, describes a picture that people get liberated and achieve self-perfection through all sorts of digital technologies, which have been put forward in the book of Being Digital written by Negroponte. The optimism for digital technologies is so popular that we are inclined to ignore its negative effect. Nowadays, the biggest problem that secondary school students might face in the digital era is the risk of human being twisted to be the slave of digital technologies and products, as well as digital human beings. There are many examples which have told us the fact, such as cell-phones and computers have become the undividable part of their life, digital technologies have dealt with everything rather than we choose learning contents, styles and approaches, and so on. As for the phenomenon, many media also reported some cases, like some schools opened some subjects relative with the usage of digital products, while others forbidding students achievable of those technologies. However, what they have done has proved to be invalid. What we really require is to build up a digital educational system, and arouse experts’ and practitioners’concerns to pay much attention to the problem.The key point of this research is the problems of human self-perfection. Self-perfection refers to a continuous and active life condition, of which through creative practice, human beings sort out the relation between real world and fictional world and find out their meaning, which includes being human being and being yourself. The first one means human beings is different with animals and plants, while the second one express they are different with the other people. The proposition of self-perfection is the response of self-destruction, self-deviation, self-addiction and self-isolation. After the paper reviewing those researches, we find out that self-perfection people embrace some characters, like stable self-awareness, effective recognition for reality, full freedom, open mind, creative, open experienced structure and deep spiritual requirements.Based on the reflection on industrialization, some psychoanalysts and humanists proposed their own answers for ego, for example Maslow put forward "self-perfection human beings", Rogers advanced "fully functional human beings". Rollo·May and Bugental thought the main task of psychologists should focus on the sick mind, including loneliness, emptiness, anxiousness, know-nothing-about-myself and self-isolation. What they talked about still remains the values for the digital life, as well as plays an important role in solving those problems appeared in this era.The paper hold a opinion that whilst the digital era being a condition of de-centralization and external-controlled, human beings are supposed to lose themselves, in which the self-perfection have being the only way to get rid of it. It happens in the process of intercourse between individuals and the way they act on digital products and technologies. There are some new traits of self-perfection in the digital era:1) promoting self-liberation while increasing the risk of self-lost;2) accelerating the back of value while amplifying the difficulties;3) opening up freedom while adding up the cost of self-control;4) enriching individual experiences while lifting the difficulties of dealing with experience;5) optimizing the practical conditions while promoting the possibilities of practice. At present, there are no effective rules, as well as remain some disagreements, which put forward some challenges. At present, Chinese digital development being the start line, new rules have not being established and some characteristics of people are still contrary with self-perfection, all of which set up challenges for self-perfection. The logic of being a self-perfection human being incardinates four areas, including acquiring safety in living environment, picking up self-awareness from the practical activities, setting up axis in the broad world, and seeking to self-excelling in the continuous reflection.In the theoretical structure of self-perfection, this research conducts some investigations about the condition of what Chinese secondary students are in the digital era. The investigation covers eight aspects:the overall depiction of digital development, self-recognition, practical recognition, freedom, values, creativity, picking up experience, spiritual development. According to the eight areas, the research proposes six conclusions:being positive and negative; being incomplete; being lack of independence; being lack of self-management; being restrict of right of dominance; being lack of direction from positive elements.The problem of students’ self-perfection in the era of digital era has the direct relation with schooling education. First, industrial education causes the depression and refute of secondary students, which reflects on schooling education restricting self-awareness, schooling education’s negative influence on reality, schooling education twisting the ideology, schooling education being alienated in activities, and schooling education curbing the creative needs. Second, digital trend breaks down the rules in schools, resulting in students and teachers losing their destinations, which consists of collapse of story structure, information explosion, living without aims, and adding up the difficulties of students’ self-perfection. Finally, we walked into the wrong direction in the process of carrying out digital education. For example, the flooding of modern educational technologies, pan-technologies of teaching process, scientific technologies suppressing literature, and schooling education being like fast food, all of which are destructive of self-perfection in the environment of worshiping technological minds.Only cultivating people with the special education fitting to the digital world, we would work out the way of promoting secondary students to be self-perfection. At the same time, we need to fulfill the change from industrial education to digital education, otherwise out education would position in a false condition that teaching students in digital world with the industrial education. This change should begin with the ideology. We should train people how to be self-management, with digital era changing from machine to internet, make another transform happen from skilled education to cultural education as well. The ideal education will give expressions from six perspectives:the coming of4A education, individual educational form, possible educational mind, diverse educational content and participatory educational activity. At last, for fulfilling the dream of digital education, we should reform the current educational system:cultivating the automotive educational ecosystem, establishing open schooling education constitutions, carrying out de-centralized schooling management, building up the scaffolding curriculum, and initiating teacher-directed teaching.更多还原