【作者】 赵宗孝；

【导师】 蔡宝来；

【作者基本信息】 西北师范大学 ， 教育史， 2004， 硕士

【摘要】 范式是研究教育科学发展的根本方法。教育范式转换表明新教育范式发展过程中对旧教育范式的对立、依存或超越关系。用范式转换考察教育发展史，更能展示不同教育范式的背景、主题、理论视域及其演变的历史条件和现实意义。当代教育范式转换发生在现代科学世界教育范式和后现代生活世界教育范式之间，其实质是现代科学教育向生活世界的回归。本论文试图通过对这一事件产生的历史背景、理论基础、现实条件等的阐述，揭示出这一事件的实质、主题、意义、趋向及其客观必然性；通过对新教育范式与旧教育范式的对立、批判、超越等关系的反思，给出新教育范式可能的内容、结构及实践模式，以期对当前的教育实践有所助益。 本论文由前言和正文两部分组成。前言对本课题的研究背景、研究主题、研究视角及研究方法等作出了说明。 正文由五部分组成。第一部分是对本论文主要概念的界定，主要将教育置于现代、后现代两种不同的视域、科学世界和生活世界两个不同的主题或界面给以考察，以得出更科学、更合理的界说。 第二部分是对教育范式转换的原因分析。基本观点是：在理论上，科学范式和哲学范式向生活世界回归的理论转换引领了教育范式的转换；但是更直接、更为根本的原因是：教育实践过程中现代科学世界教育对生活世界的疏离，已成为教育发展的严重障碍，这促使其不得不回归生活世界，重新寻找其意义基础和价值之源。 论文第三部分将卢梭和杜威作为教育回归生活的案例加以考察。卢梭对真正的人的教育的发现，杜威对“教育即生活”的强调，其内在精神是一致的，即对人的价值的充分肯定与尊重。这是教育回归生活世界的主旨所在。 论文第四部分在综合前三部分的基础上，集中揭示了教育范式转换的实质、意义和可能走向。基本点为：教育范式要实现从现代科学世界回归到生活世界的转换，就必须完成以下转变：一是从封闭的控制系统走向开放的自组织系统；二是从追求本质走向体验过程；三是从培养“理性人”走向培养“生成人”。第四部分和第五部分是本论文的重点。 第五部分对教育范式转换的理路进行了综合。切实关注教育生存状态、不断提升教育生活质量、追寻和重建教育生活意义、竭力创造教育生活艺术是其有效策略。更多还原

【Abstract】 Paradigm is the radical approach for studying the scientific development of education. The transformation of the educational paradigm presents the relationship of confrontation, interdependence and surpassing of the new educational paradigm with the old ones in their process of development. By investigating the educational development as more as their historical and practical significance, they can all be cleanly demonstrated. The transformation of paradigm at present occurs between the educational paradigm of the modern scientific world and the past-modern life world education. Which shows an inclination of the returning to the life-world. This dissertation tries to expatiate the historical background, occurrence, to expose the nature, theme, significance, direction and its objective invisibility, and to provide the possible contents, they structure and practice model of the new educational paradigm by criticizing the confrontation of the old educational paradigm and the new ones, so as to offer some help for the present educational practice.The dissertation paper is composed of the preface and the main body. The former one introduces the researching background the researching theme, the researching standpoint and the approaches.The latter one consists of five parts. The first part mainly deals with the definition of the conceptions. In this part, the education is set into two different vision fields of both modern and post-modern. They are researched under the two themes of scientific world and life world in order to gain some scientific and reasonable definitions.The second part shows the analysis of the causes of the transformation of educational paradigm. The main point includes: The theoretical transformation of the scientific paradigm and philosophical paradigm to the life-world leads to a transformation of the educational paradigm. The more direct and radical cause might be that the alienation of the modern scientific education from the life-world has already become the serious blockage to the educational development, which forces it to return to the life-world, and to research its significant basis and value sources.The third examines Russel and Dewey as the examples for the returning to thelife-world of education. Russel discovery of the education to the genuine man, Dewei’s stress on the educational life, show their inner coherence, that is, the affirmation and respect to the human value, which are the very purposes of the returning to the life-world of the education.The forth part is the integration of the pervious part which collectively exposes the nature, significance and possible inclination of the paradigm transformation of education. The main points include: If the educational paradigm transformation tries to relies its change from the modern scientific world to the life-world, if has to fulfill the following tasks: First, change the system from a closed one to an open one; secondly, change the process from running for nature to experience; thirdly, change the cultivation mode from training rational-man to growing-man.The key points dwells in the forth and fifth parts. The fifth part combines the theoretical points of the transformation of the educational paradigms. The effective strategies are as follow: concerning with educational life state; increasingly improving the educational life standards, seeking and re-building the educational life significance, and creating educational life arts.更多还原