《教育本质》PPT课件.ppt

Chapter two: Educational essence,第二章 教育本质,Courseware in teacher education college,Content,Unit one: educational essence(教育的本质) Unit two: educational main features(教育的基本特点) Unit three: educational factors(教育的结构) Questions,Courseware in teacher education college,Teaching purposes,1. understanding educational essence, main character. 2. understanding the relations between education and self-education. 3. understanding the educational factors and its relations.,Courseware in teacher education college,Key words,Education（教育） Self-education（自我教育） Educator（教育者） The educated（受教育者） Teacher（教师） Student（学生） Teacher-student relationship（师生关系） Educational content（教育内容） Educational method（教育方法）,Courseware in teacher education college,Unit one: educational essence,第一节教育的本质,Courseware in teacher education college,Case one: 教育专业人员与非专业人员的教育行为差异,一个孩子的母亲因孩子把她刚买回来的金表当成新鲜的玩具给弄坏了，就狠狠地揍了孩子一顿，并把这件事告诉了孩子的老师。 老师幽默地说：“恐怕一个中国的爱迪生被你枪毙了。” 这个母亲迷惑不解，老师对她说：“孩子的这种行为是创造力的一种表现，你不该打孩子，要解放孩子，让他从小有动手的机会。” “那我现在该怎么办？”这个母亲听了老师的话后悔不迭。 “补救的办法是有的，你可以和孩子一起把金表送到金表铺，让孩子站在一旁看钟表匠如何修理。这样钟表铺成了课堂，修表匠成了先生，令郎成了学生，修理费成了学费，孩子的好奇心就得到了满足，说不定他还学会了修理呢。”,Courseware in teacher education college,Part one: what is education?,1. education in daily life(日常生活中“教育”) 1.1 作为一种思想转变过程的“教育”； 1.2 作为一种影响儿童成长方法的“教育”； 1.3 作为一种特殊社会制度的“教育”。,Courseware in teacher education college,2. the derivative meaning(教育的词源义) 2.1Chinese: education is to make a person virtuous and good(善良), such as the ethic characteristics(伦理) including the grace and nobleness(高尚), selflessness(无私), happiness(幸福,快乐). 教育二字连用成词，最初见于孟子尽心上，“得天下英才而教育之，三乐也”； 说文解字，“教，上所施，下所效也”； 礼记学记中提出，“教也者，长善而救其失者也”； 礼记中庸，“天命之谓性，率性之谓道，修道之谓教”； 荀子修身，“以善先人者谓之教”。 林语堂先生曾经从教字的演变来说明孝与教的关系，他说：教字，也是从孝演变而来的。即孝字加一表示使役的偏旁“攵”，意思是“使孝。”可见，传统教是以孝作为主要内容的。,Courseware in teacher education college,在甲骨文之中,“教”和“學”是相通的。 “教”字的小篆体如左，象征着由教育者用执教鞭，向受教育者传授知识 “爻 “之意,“育”如左，意为对受教育者的本身施加影响，改其不善为善之意。,Courseware in teacher education college,2.2Western language: education means guidance(引导) that gives correct direction to young man 教育一词，英文是 “education”，法文为“ducation”，德文为“eriehung”，皆由拉丁文名词“educare”演变而来 “educare”出于verb(动词) “educre”，其“e”在拉丁文中有“出”，“ducre”为“引”，“educre”即educe or draw forth(“引出”)之意，education is to promote the student to develop all-scalely by introductory method(教育要用引导的方法，来发展学生的身心).,Courseware in teacher education college,Enlightenment: education ought to make the individual goodness(善), which content includes not only knowledge, but also moral education and physical education; which methods are heuristic(启发式的) and not compulsory（强迫式的） 启示：教育目的重在使人为善，教育内容不限于知识并且包括德育和体育；教育方法注重启发诱导，而非强迫注入，注意人格感化，而非强迫学生服从。,Courseware in teacher education college,3. “education” in reference book(工具书) 3.1 in a broad or narrow sense(从广义与狭义两个维度理解教育) Chinese educational dictionary (中国教育辞典)（1928）：教育有广义、狭义两种，从广义言，凡足以影响人类身心之种种活动，俱可称为教育；就狭义而言，则唯用一定方法以实现一定之改善目的者，始可称为教育。 educational dictionaries (教育大辞书)（1930）：广而言之，凡足感化身心之影响，俱得云教育，只称其结果，不计其方法；狭而言之，则惟具有目的、出以一定方案者，始云教育。又包括学校教育（即对象及限期有定，功效明确）和社会教育（反之）。,Courseware in teacher education college,Chinese Encyclopedia: education (中国大百科全书教育)（1985；同教育大辞典，1999）：“从广义上说，凡是增进人们的知识和技能、影响人们的思想品德的活动，都是教育；”“狭义的教育，主要指学校教育，它是教育者根据一定社会或阶级的要求，有目的、有计划、有组织地对受教育者的身心施加影响，把它们培养成为一定社会（阶级）所需要的人的活动；”“教育有时还指思想品德教育。”,Courseware in teacher education college,3.2 in a broad sense(从广义上理解教育) Chinese educational Encyclopedia (中国教育百科全书)：“广义的教育是指一切增进人们的知识、技能，影响人们的思想，增强人们的体质的活动。” America Encyclopedia (美利坚百科全书)：从最广泛的意义说来，教育就是个人获得知识或见解的过程，就是个人的观点或技艺得到提高的过程。,Courseware in teacher education college,Enlightenment: educational definition ought to include connotation(内涵）and extension(外延). Usually consider that education is a activity of designedly and purposefully cultivating person and human. But educational connotation will be changeable and abundant with educational development and cognitive ability.,Courseware in teacher education college,Part two: confining the concept of education,分析教育哲学的代表人物谢弗勒（I. Scheffler）在教育的语言（the language of education）一书中曾把教育的定义区分prescriptive(规定性即作者自己所下的定义，教育一词是什么意思）， descriptive(描述性即适当对术语或者使用该术语的方法进行界说，即教育实际是什么）and programmatic(纲领性即教育应该是什么）definition,Courseware in teacher education college,1.prescriptive definition(规定性定义) 规定性定义是“创制的”定义就是作者自己所下的定义，要这个被界说的术语在后面的讨论中，始终表示这种规定的意义。也就是说，“不管其他人所用的教育一词是什么意思，我所用的教育一词就是这个意思”。 例如：说文解字：“教，上所施，下所效也，育，养子使作善也”。 夸美纽斯：“教育是生活的预备”。 杜威：教育即生活、教育即生长、学校即社会。 涂尔干：教育就是系统地将年轻一代社会化,Courseware in teacher education college,2. descriptive definition(描述性定义) 描述性定义不是“我将用这个术语表示什么”的一类主张，而是适当地对术语或者使用该术语的方法进行界说。在词典上，一般见到的大多是描述性定义的罗列。由于有的词在不同的语境中有不同的用法，也就有着多种描述性的含义所以，像教育这样的词，在词典中往往有若干种定义就不足为奇了。我们通常所见到的广义的教育是指“有目的地培养人（塑造人）的社会活动”；狭义的教育是指“有目的、有计划、有组织地培养人的社会活动”，实际上就是关于教育的描述性定义。在这些界定中狭义的教育往往就是“学校教育”或“正规教育”的代名词。描述性定义回答的是“教育实际是什么”的问题。 例如：广义的教育：无目的的学习、自学、家庭与社会的辅导。 中义的教育：有组织地和持续不断地传授知识的工作. 狭义的教育=有目的有计划有组织地影响人的身心的活动（主要是学校教育）,Courseware in teacher education college,3. programmatic definition(纲领性定义) 纲领性定义的表述既有对教育所做出的价值判断，也规定着教育在其活动中寻求的目的。 即使存在着以上两种界定教育的方式，但是人们仍会就哪些成分属于教育，以及描述的精确性问题进行争论。例如在一些人看来，并非所有有意识培养人的活动都是教育，最典型的例子是那些诸如盗窃等犯罪团伙的师徒授受，此不可谓无目的也不可谓不是在“培养”人，但这些与教育目的等是背道而驰的，是为“真正的教育”所不容的。如此，就有了事物“应该(should)“怎样的纲领性定义。纲领性定义总是明确或隐含地告诉我们，教育应该是一个什么样子，我们常把教育界定为“有目的地促进人的身心发展的活动”，也就暗示着，教育应该以促进学生的身心发展为定向，那些与学生身心发展相违背的做法是不允许的。纲领性定义是说教育应该怎样，与描述性定义所说的教育实际是怎样不同，与规定性定义所说的“我暂且对教育作这样的理解”也不同，它往往包含着“是(is）”和“应当(ought）”两种成分，是描述性定义和规定性定义的混合。 例如：教育有广义与狭义之分：从广义上说，凡是以教和学为活动形式，有意识地促进人的身心发展的活动都是教育。从狭义上说，教育者有目的、有计划、有组织地对受教育者施加影响，促使其身心得到发展的活动才是教育。,Courseware in teacher education college,conclusion: First, in a broad sense(广义), education is an activity of cultivating person designedly and purposefully. Secondly, in a shallow sense（狭义），education is a social activity which full-time person (专职人员,teacher and educator) and institution（school专门机构）cultivate and affect students and the educated.,Courseware in teacher education college,Part three: the essential featurs of education,1. different ideas of educational essence 1.1单因素论者认为教育本质是上层建筑、或者生产力、或者文化。 1.2 多因素论者认为教育是一种复杂的社会现象，它是多质、多层次的，是社会性、生产性、阶级性、科学性和艺术性的统一，不能将某一种属性看作是教育的本质。 1. 3特殊范畴论者认为教育是一种社会实践、或者社会化、或者生长、或者生活等范畴。 4教育本质矛盾论者认为教育是各要素对立统一的活动。,Courseware in teacher education college,2. In essence, education is the inheritance and production of human culture 教育本质上是人类文化的传承与生产 2. 1教育是人类文化的传承活动 2. 2教育肩负着生产人类文化的使命,Courseware in teacher education college,Part four: self-education (自我教育),Relative to education, self-education is a special education and is the theme of 21th century. （苏）苏霍姆林斯基education and self-education point out，“the true education is self-education”(真正的教育是自我教育),only when one person learns to educate himself, he or she will be a true person(只有学会进行自我教育，才可成为一个真正的人).,Courseware in teacher education college,1.what is self-education? self-education is the process of which the learners initiatively receive the human culture and reflect their behavior. Its main characteristic is independent(自主性) and self-controlling (自控性). 1.1自我教育是学习者主动接受外部影响的教育 1.2自我教育中学习者能够自由调控学习行为与结果。,Courseware in teacher education college,2.the structure of self-education 2.1 self-cognition(自我认识)是主体对自己进行分析，从而认识自己的不足和长处，找到自我发展、完善的方向，它是进行自我教育的起点与基础. 2.2 self-improvement(自我完善)是根据自我认识进行有针对性的完善、改进学习行为的过程，它是自我教育的主体部分，是自我教育的中心环节. 2.3 self-controlling(自我控制)是个体在进行自我教育过程中对自身行为进行调控的活动，它往往贯穿于自我教育全过程. 2.4 self-evaluation(自我评价)是个体对自我教育成就的价值判断 .,Courseware in teacher education college,3.3Education is the exterior reason of learning knowledge and self-education the interior reason. 3.4When one grows, the other declines.教育与自我教育是相互消长于人生发展之中，当教育由小、细、弱到大、宽、强，自我教育则由大、宽、强到小、细、弱，反之亦然。（如图所示）,3. the relation between education and self-education 3.1Both are the dispensable respects of learning human culture. 3.2Both mutually promote each other.,Courseware in teacher education college,Unit two: educational main features,第二节 教育的基本特点,Courseware in teacher education college,Part one: objective constraining of education(教育的客观制约性),1. the influence of materials production to education(社会物质生产对教育的影响) 1.1controlling educational scale and speed(决定教育发展的规模和速度) 1.2Influencing educational object and norms(影响教育目标和教育规范的确定) 1.3controlling educational structure(决定教育结构). 1.4promoting educational reform(促进教育变革)which includes system（体制), content(内容), means(手段) and forms(组织形式.,Courseware in teacher education college,2. the influence of politics to education(社会政治对教育的影响) 2.1deciding the rights of educational leadership(教育的领导权). 2.2deciding the rights who to be educated(决定人们受教育权) 2.3directly influencing educational scale and speed. 2.4deciding educational object(教育目标) 2.5deciding educational system(教育制度) and managing system(管理体制). 2.6deciding some educational content and methods(部分教育内容和方法),Courseware in teacher education college,3. The function of social culture to education (社会文化对教育的作用) 3.1Direct role(直接作用):the sub-culture of school(学校亚文化) influences selecting educational content, methods, means and forms, the status and role of the teachers and educational object. 3.2Indirect role(间接影响): influencing educational needs(教育需求) and physical and mental development(身心发展) from lifestyle(生活方式), customs(习俗) and national identity(民族特性), strengthening the ties between education and society.,Courseware in teacher education college,4. the function of population to education (人口系统对教育的作用) 4.1The influence of the number of population to education(人口数量对教育的影响): the growth rate of population(人口增长率) will influence educational scale(规模), structure(结构) and quality(质量). 4.2The quality of population(人口质量) will influence educational quality(质量), object(目标) and content(内容): the level of intrants(入学者已有的水平)will influence total quality and the quality of elders will influence the youth.,Courseware in teacher education college,4.3the influence of structure of population to educational structure(人口结构影响教育结构) 4.3.1 the age structure(人口年龄结构) will influence the rate of different schools. 4.3.2 culture(人口文化修养构成) will influence educational needs(教育需求) and quality(质量) 4.3.3 population density(人口疏密度) will influence school forms(学校的办学形式). 4.3.4 national structure(人口民族结构) will educational rights and chances(受教育权) 4.4The influence of population policy(人口政策) to education: educational policy(文教政策) and family planning policy(计划生育政策).,Courseware in teacher education college,Part two: relative independence of education(教育的相对独立性),1. Education is a relatively independent activity(教育是一种相对独立的社会实践活动 ) 2. Education is inheritant(教育具有历史继承性 ) 3. Education has not the same step as social development(教育与社会经济政治发展不完全同步),Courseware in teacher education college,Part three: main features of basic education(基础教育的基本特征),1. basic(基础性 ) 1. 1基础性是基础教育的本质属性。 1. 2基础教育不仅要为个体发展打基础，而且要为社会发展打基础。 1. 3基础教育不仅应促进受教育者德、智、体、美的和谐发展，而且应为受教育者的终身学习、发展打好基础。,2. universal(普及性) 2. 1基础教育是大众教育 2. 2基础教育是全纳教育 2. 3基础教育是所有适龄公民的基本权利,Courseware in teacher education college,3. compulsory(义务性 ) 3. 1政府应是基础教育的办学主体 3. 2学校应为受教育者提供“有质量”的基础教育 3. 3家庭应为受教育者提供教育支持,Courseware in teacher education college,4. fair(公平性) 4. 1起点公平 4. 2过程公平 4. 3结果公平,Courseware in teacher education college,Unit three: educational structure,第二节教育的结构,Courseware in teacher education college,Part one: educational factors,1.Different ideas about “educational factor” 1.1.three factors: educator(教育者), the educated(受教育者)and educational agency(教育中介) 1.2. four factors: educator(教育者), the educated(受教育者),educational content(教育内容) and educational materials(教育物资)or means(教育手段） 1.3. five factors: value(价值),object(目的),curriculum(课程),learning(学习) and teaching(教学),Courseware in teacher education college,1.4.my idea: two layers and four factors (二层次四要素),Courseware in teacher education college,2. educational subject(教育主体) 2.1.the connotation of educational subject 2.1.1 educational subjectis the dynamic, active role in educational activity, including educator and the educated. 2.1.2Educational subjectivity(教育主体性) is the characteristic that educational subject owns subjective initiative(主观能动性) and objective constraint(客观制约性). 2.1.3. subjective education(主体性教育) is an activity that cultivate the consciousness(自觉性), enthusiasm(积极性) and creativity(创造性).,Courseware in teacher education college,2.2. educator(教育者) 2.2.1 Educator is a person who bear the educational responsibility and impose on educational influence, including educational manager, teacher and parents. 2.2.2The role of teacher(教师的角色地位):social representative(社会的代表者),the creator of human knowledge(人类知识的创造者), the parents agent(父母的代理人), the students model(学生的楷模) and friend engineer of human culture(人类文化的工程师); the main force of schools development and instruction.,Courseware in teacher education college,2.3. the educated(受教育者) The educated are the person who are educated or students. 蒙田：“the true scholar(有学问的人) is like an ear(麦穗),which it stands erectly and raise its head when empty and it hangs its head and hides its candle under a bushel when full of grains(当它们还是空的，它们就茁长挺立，昂首睨视；但当它们臻于成熟、饱含鼓胀的麦粒进，更开始低垂下来，不露锋芒。”),Courseware in teacher education college,3. educational object 3.1. what is educational object?(教育客体) the object is the passive side of interaction (相互作用) thingsor the influenced. which is objective(客观性) and passive(被动性) the educational object is the passive side in educational activity, including educational content(教育内容), educational means and method(教育手段与方法), educational material (教育物资) and person (“人” the educated or student).,Courseware in teacher education college,3.2. educational content(教育内容) educational content is the object(对象) which the educator and the educated commonly cognize(共同认识), grasp（掌握） and apply(运用)，including explicit knowledge(显性知识) such as teaching materials(教材), syllabus(教学大纲) and curriculum(课程) and tacit knowledge(隐性知识) such as school culture(学校文化),the quality of the teacher(教师素养). It is purposeful(目的性)and anticipative (预定性), and has cognitive(认识价值) and developmental value(发展价值).,Courseware in teacher education college,3.3.educational means(教育手段) 3.3.1The educational means is the media(中介) which educational content influences educational object. 3.3.2Its structure