【作者】 樊建武；

【导师】 徐木彬；

【作者基本信息】 西安科技大学 ， 马克思主义理论与思想政治教育， 2003， 硕士

【摘要】 自西汉中期以来的2000多年里，以孔子、孟子为代表的儒家教育思想始终占据着中国教育思想的统治地位，也是中国教育传统的源头所在。但是，在中国教育现代化过程中，却不能回避这样一个现实，即教育的每一次变革，每一次向人们所期望的现代化迈进，都是以远离以儒学为代表的中国文化传统为特征的，其最终走向是彻底否定并抛弃以儒家经典为中心的教育教学内容、教育形式乃至教育精神。因此，一场场所谓的教育变革实际上是一个中华民族教育传统自我流失、一味模仿西方教育的过程。而这一过程的结果也不尽人意，可以说至今也没有形成有自己特色的现代教育基本理论框架和符合中国实际的教育教学模式。换句话说，就是对自己培养出的人才也不甚满意。面对这种境况，不得不令人思索，难道以儒学为代表的中国教育传统，真与现代教育格格不入吗?在中国几千年光彩夺目的文明史乃至在东南亚近几个世纪的发展史中，一直占主导地位的儒学，对中国的教育现代化真的只是绊脚石吗?针对这一问题本文在对以孔子、孟子教育思想为代表的儒家教育思想总结的基础上，回顾了儒家教育思想与现代教育思想在近代中国的冲突与融合过程，提出了传统文化与文化传统两个不同的概念，并以此为理论指导，指出了儒家教育思想对于中国实施素质教育的现代价值：①德行优先，素质教育的出发点；②礼乐结合，素质教育的传统资源③因材施教，素质教育的有效手段。同时，文中对德育首位是儒家教育思想的核心内容进行了论述，并在此基础上提出这一思想对高校德育工作的现实价值：①儒家重视德育的思想有助于高校坚持德育首要地位；②儒家塑造理想人格的思想有助于高校坚持培养“四有”新人的目标；③儒家“仁爱”思想有助于坚持尊重人、关心人、理解人的德育原则；④儒家众多的道德条目有助于道德教育的具体化；⑤儒家丰富的品德教育方法有助于德育方法的完善；⑥儒家严于律己的道德修养思想有助于搞好学生的自我教育；⑦儒家身教示范的思想有助于我们加强德育队伍建设。更多还原

【Abstract】 Since the middle period of the Xihan dynasty, Chinese educational thinking has being dominated by the Ru-school represented by Confucius and Mencius. The Ru-school is the source of the Chinese educational tradition. During the process of the Chinese educational modernization however, we can not avoid such a very fact that a revolution and each step toward the modernization would lead to completely negative and discard the teaching content, teaching form and teaching spirit characterized by the Ru-schooled classic. Therefore, every so-called educational revolution is actually the process of the self-loss of the Chinese educational tradition and utterly imitation of the western educational concept. And this process has not yet formed the theoretical frame and teaching mode of the modern basic education with Chinese character. In other words, we can not satisfied with the talents cultivated in China.Encountering this situation, we have to ponder such a question as that the Chinese educational tradition represented by the Ru-school is really not blended with the modem education? In the long colorful civilized history of China and the development history of the Southeast Asia, the dominated Ru-school is really a block of the Chinese educational modernization? In view of this question, the author overviews the conflict and blend process of the Ru-schooled educational thinking with the modern educational concept in the contemporary China, puts forward the two different ideas of the traditional culture and cultural tradition, and points out the modem value (the basic principle of the equal and all citizens-oriented education; starting point of ethical practice; the traditional resources of the combination the "li" and "yue"; and teaching according to personal character)of the Ru-schooled thinking for implementing the quality education in China. In the meanwhile, the author believes that the ethics-first is the core content of the Ru-schooled educational thinking. Furthermore, in accordance with the current situation of the institutions of higher learning in China, it is pointed out that the ethics-first is conducive to today’s ethics in China which should be emphasized more, the Ru-school’s cultivation of ideal personalities is helpful for the aim of fostering "Four Haves" talents, the Ru’s "Ren" and "Ai"are useful for the ethical principle of respecting, caring andunderstanding others, the Ru’s rich ethical standards is the physicalization of ethics, the Ru’s teaching methods can perfect the modern ethics methods, the Ru’s strict-self-disciple stimulate us to do well students’self education, and the Ru’s emphasizing of self-cultivation is contributed to the team construction of the ethics.更多还原