（课程与教学论专业论文）罗杰斯人本主义在英美文学教学中的应用.pdf

杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 2 学校代码：10346 学科、专业代码：040102 研究生学号： 题目： application of rogers humanistic perspective on curriculum in english and american literature teaching 罗杰斯人本主义在英美文学教学中的应用 论文评阅人： 盲审 盲审 盲审 论文答辩委员会 主席（姓名、职称） ：李波阳 委员（姓名、职称） ：钟守满 邵俊宗 张曜朗 陈家旭 学位授予单位： 杭州师范大学 论文答辩日期： 2008 年 6 月 5 日 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 3 独创性声明独创性声明 本人声明所呈交的论文是我个人在导师指导下进行 的研究工作及取得的研究成果。尽我所知，除了文中特别以 标注和致谢的地方外，论文中不包括其他人已经发表或撰写 过的研究成果。对本研究做过贡献的老师和同学均己在论文 中作了明确的说明并表示了谢意。 日 期：2008.6. 导师签名： 本人签名： 关于论文使用授权说明关于论文使用授权说明 本人完全了解杭州师范大学有关保留、使用学位论文的 规定，即：学校有权保留送交论文的复印件，允许论文被查 阅和借阅;学校可以公布论文的全部或部分内容， 可以采用影 印、缩印或其他手段保存论文。 日 期： 导师签名： 本人签名： 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 4 application of rogers humanistic perspective on curriculum in english and american literature teaching 罗杰斯人本主义在英罗杰斯人本主义在英美文学教学中的应用美文学教学中的应用 shi song supervisor professor tang dingjiu a dissertation submitted as a partial fulfillment for the degree of m.a. in education hangzhou normal university hangzhou, china june, 2008 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 5 acknowledgements this thesis is greatly indebted to all the professors who have instructed me in the course of my studies for the masters degree, they have given me the excellent lectures which helped brighten and broaden my vision to a great extent. in particular, i would like to extend my heart-felt thanks to my supervisor, professor tang dingjiu, for his meticulous instruction in both my study and life. i owe professor tang dingjiu the choice of the subject and the rectification of language errors in the thesis. furthermore, my thanks are expressed to my wife zhao jing and my parents who helped me with great encouragement, and their rich literature knowledge also gives me great assistance in enlarging my point of view. 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 6 abstractabstract the humanistic perspective on curriculum is not an invention of this century; however, it was raised and developed in the twentieth century. humanism itself has its long history and over time other curriculum theories have shown their shortcomings. however, humanism is always providing us with the new thoughts and enlightening us. humanistic educational theories were developed in an effort to solve problems existing in traditional curricula. it was hoped that these theories would bring a positive effect, transform the traditional perspectives on curriculum and instruction and help us carry on the educational reforms in our country. for many, rogers is seen as one of the leading educational theorists. his humanistic educational theories provide us with new visions and concepts for our curriculum research. higher education aims to develop a students integrated competencies. english and american literature education plays an invaluable and nonreplicable role in improving students humanistic accomplishment. the famous american humanistic curriculum theorist and psychologist, prof. carl rogers theories are applicable to the english and american literature courses in university english departments. this dissertation is a tentative study and discussion made on the basis of a general understanding and analysis of the humanistic curricular theories of rogers and two years observation of actual classroom instruction of english and american literature. through discussion, this dissertation aims to provide a possible reference or inspiration for curricular and instructional reform in english and american literature teaching. rogers theories are profound and i intend to limit the discussion to the five following aspects: the implication of rogers student-centered theory; the implication of the rogers self-actualization theory; the relationship between students and teachers, textbooks, and the effects of encounter groups; promotion of significant learning and the free learning mode. the applications of these theories in english and american literature teaching are discussed respectively. this dissertation includes four parts: chapter one describes the cultural and philosophical base of humanistic perspectives on curriculum, i.e. humanism. this chapter is divided into the four parts: 1. origins and development of humanistic education; 2. brief introduction of main points on humanism; 3. common key 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 7 features of humanistic education. chapter two analyzes rogers humanistic perspectives on curriculum which closely relate to the five aspects mentioned in this thesis, in reference to maslows theories. chapter three discusses the implications and applications of rogers humanistic perspective on curriculum in english and american literature, which is mainly based on the five aspects of rogers theory: 1. the student-centered teaching; 2. the implication of self-actualization. this focuses on the students internal learning drive and the student-centered way. in this chapter, the students needs are considered as the most important thing in the teaching process; 3. the effects of encounter groups in teaching english and american literature. in this part, i introduce the rogers encounter groups and make a comparison and a practical analysis of the english and american literature course. i will also offer detail of encounter groups and relationship between students, teachers and texts. 4. the promotion of significant learning. in this chapter, the students reflecting, questioning, and critical skills are considered by providing examples and real tests in classroom, i am trying to find out a more effective way to achieve significant learning; 5.the free learning mode. in this part, the focus is nondirective teaching and free learning. in humanistic thinking, education should be open-ended and examination methods are discussed in this part. it demonstrates that nondirective teaching and multiple ways of examining students could help them to proceed to free learning. this would help literature education to achieve the final goal. the last part of this dissertation concerns the limitations of the humanism and a conclusion of the research. key words: rogers humanistic perspective on curriculum; english and american literature instruction; implications and applications 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 8 摘摘 要要 人本主义教学观并不是本世纪的发明， 而是兴起于上世纪。 人本主义本身就有着悠久的 历史。随着时间的推移，很多教学理论出现了不同程度的缺陷，而人本主义却能不断给我们 的教育带来新的启示。 人本主义教育理论是针对传统教育课程观现存弊端而产生和发展起来 的，因此，借鉴这一理论体系，对转变我国传统的课程观和教学观将会起到积极的作用，并 有助于开展我国的教育改革。 在人本主义课程观中， 美国著名人本主义课程理论专家和心理 学家卡尔罗杰斯教授的人本主义课程观具有很强的代表性， 他的教育理论为我们的课程研究 提供了新的视野和新的观念。 高等教育的本质是培养学生的综合素质，如何拓展学生的素质，提高学生的人文素养， 在外国语学院， 英语文学教育在此方面发挥了不可估量和无法替代的作用， 罗杰斯的人本主 义课程观非常适合英语专业的英美文学教学， 本项研究是从罗杰斯人本主义基本教育理论视 角出发， 针对目前外国语学院英美文学教学的现状展开的， 通过两年来对高校英语专业英美 文学课的实际教学进行观察、 研究和探讨， 总结归纳出为这门课程的教学改革和发展带来可 能的参考或启示。 罗杰斯人本主义基本教育理论内容丰富， 限于篇幅， 本文集中探讨了与本项研究密切相 关的理论，以及对文学教学的改革能带来的相应的启示，其中包括五个方面：罗杰斯的以学 生为中心的教学；运用罗杰斯的人格理论激发学生的“实现倾向” ；发挥会心团体的作用， 建立融洽的师生关系；提倡意义学习的精神；借鉴自由学习的模式； 本文分为四个部分： 第一章主要介绍了人本主义课程观的文化哲学基础，即人本主义。主要分为三部分： 一、人本主义的起源和发展；二、人本主义主要观点的简介。三、人本主义的主要特征。 第二章阐述分析了罗杰斯的人本主义课程观中与本文五个方面密切相关的基本理论。 第三章谈论罗杰斯的人本主义课程观在英美文学教学中的启示和应用。本章主要从前 文所提到的罗杰斯课程理论中的五个方面出发：一、罗杰斯的以学生为中心的教学；二、运 用罗杰斯的人格理论激发学生的“实现倾向” ；本章主要着眼于学生的学习内在动力和以 学生为中心的教学模式，学生的需求被视为教学过程中最重要的部分。三、会心团体在英美 文学教学中发挥的作用； 在本章中，笔者首先介绍了罗杰斯的会心团体， 然后在观察和实 践的基础上对英美文学课上的会心团体的相关应用进行了比较和分析。在这一章中，学生、 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 9 老师和文本之间的关系也是讨论和分析的重点。四、 意义学习以及学生的反馈性思维；这 一章着重讨论了学生的反馈思维、 提问和质疑的精神， 以及批判的精神。 在具体的分析当中， 笔者列举了教学观察中的实例。五、自由学习模式和开放、非指导性教学； 本章着重对非 指导性教学和自由学习模式进行了探讨， 并且在英美文学教学中对学生的测试问题进行了深 入的分析， 证明非指导性的学习和测试的多样性能够更好的让学生进行自由学习， 达到英美 文学教学的最终目的。 第四章为结语，在肯定了罗杰斯的人本主义课程理论的基础上，对其理论本身存在的 弱点以及在教学实际当中容易忽视的问题进行了分析。 目的在于能够更好的在教学上发挥人 本主义的作用。 通过该研究， 本文旨在使英语文学课程在培养外国语学院学生综合素质培养方面发挥更 大的作用。 关键词：罗杰斯的人本主义教学；关键词：罗杰斯的人本主义教学； 英美文学教学；英美文学教学； 启示与应用启示与应用 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 10 contentscontents acknowledgements.i abstract.ii 摘要摘要.iv introduction . 1 chapter 1: humanism: the cultural and philosophical base of humanism perspectives on curriculum . 5 1.1 origins and development of humanistic education . 5 1.2 brief introduction of main points on humanism . 7 1.3 common key features of humanistic education . 9 chapter 2: rogers humanistic perspective on curriculum . 10 2.1 brief introduction of student-centered theory . 10 2.2 the relationship between teachers and students: teachers could be facilitators . 13 2.3 comparison between rogers and maslows theories on education . 16 2.3.1 maslows educational object theory and rogers educational object theory . 16 2.3.2 the internal learning and significant learning . 18 chapter 3: the english and american literature teaching under rogers humanistic perspective . 22 3.1 the student-centered teaching . 23 3.1.1 the comparison between the traditional way and student-centered way . 23 3.1.2 the application of student-centered way in english and american course . 26 3.2 the implication of “self-actualization” . 27 3.2.1 traditional mode of english and american literature teaching . 28 3.2.2 rogers humanistic perspective on curriculum: self-actualizing, student-centered and internal-driving . 29 3.2.3 practicing self-actualization and student-centered teaching in english and american literature . 30 3.3 relationship between students, teachers, and texts . 31 3.3.1 problems in traditional mode . 31 3.3.2 rogers humanistic perspective on curriculum: the process of learning is a process of group working . 32 3.3.3 building up the relationship between students and texts through english and american literature teaching . 34 3.4 the significant learning theory . 37 3.4.1 students reflective thoughts and critical skills . 38 3.4.2 development of students reflecting competence and criticizing spirit . 39 3.5 free learning in literature teaching. 41 3.5.1 problems in traditional mode . 41 3.5.2 non-directive and free learning in english and american literature course . 41 chapter 4: conclusion . 43 4.1 limitations of the humanism . 43 4.1.1 trend toward naturalistic education . 43 4.1.2 trend toward non-rationalistic education . 46 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 11 4.2 the conclusion of the research . 47 references . 50 appendix 1 英美文学课程调查问卷英美文学课程调查问卷 . 54 appendix 2 英美文学课程问卷调查结果英美文学课程问卷调查结果 . 57 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 12 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 13 introductionintroduction nowadays, the humanism is being discussed very often; and people are trying to make every aspect in daily life be more humanistic. in the educational field, a lot of people have conducted a great deal of research in last two decades. they were looking for more effective and humanistic ways to give the students the best educational experiences and better ways to learn. the most important researcher is carl rogers, the founder of the humanistic methodology. in this thesis, i will try to prove that the rogers humanistic educational methods and classroom techniques are suitable for the university students to learn english and american literature. i do not propose to put forward a new theory; i simply intend to discuss rogers theories and look at their applicability and feasibility in a modern university classroom in china. modern humanistic educational thought was first discussed in the second half of the twentieth century. during the 1960s, theories that eventually became known as a “third force psychology” came into being. rogers was a leading advocate in the development of this movement. he made a significant contribution to the application of humanistic concepts in education. in the following years, humanism enjoyed its golden age. many books and materials in the area continue to be available for our study. the carl rogers reader written by kirschenbaum is an excellent collection of extracts and articles and includes the following: autobiographical material discussion of the therapeutic relationship the person in process theory and research, education the helping professions, and the philosophy of persons. it also explores the shape of a more human world. on becoming a person written by rogers, c. r. is his view of psychotherapy. it explores the process of becoming a person and how personal growth can be facilitated. it also examines the place of research in psychotherapy; offers a philosophy for personal development; and implications for living, etc. in many western countries, especially the united states, the united kingdom and australia, it is clear that education is more influenced by the humanistic tradition than it is in china. students in these countries have a greater opportunity to develop themselves more fully and undertake their learning in ways that better fit their natures, characteristics and interests. this type of learning environment took time to create and 杭州师范大学硕士学位论文 罗杰斯人本主义在英美文学教学中的应用 14 has been developed by a series of people who share a commitment to humanistic education. many chinese educators have learned from their exposure to western educational methods and have tried to incorporate teaching strategies and techniques drawn from humanistic tradition in classes in colleges and universities in china. in addition to the teachers efforts, the content of english and american literature also displays a significant level of humanistic viewpoints. one shortcoming however, is that the teachers themselves although they are committed to a more humanistic form of teaching, have no direct training in humanistic teaching techniques. at present, there is much discussion about humanistic teaching theories with the aim of finding appropriate applications for chinese education. our application is still far behind that of foreign countries. the application that is suitable for chinese students is still being researched. this must delay changes to our educational system, even though the need for change is urgent. there are a number of reasons why we should consider humanistic education theory. it is drawn from the following: firstly, humanistic education is the main focus of the present discussion taking place of education. the goal of the present education system could be achieved by the sort of methods used in humanistic education. the aim of education under humanism, as proposed by rogers, is to promote the development of self-identity, and to cultivate the personality of human beings. according to rogers (1969:104), “the only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security”. many humanistic educators think that the fundamental aim of education is to facilitate the development of the individuality of the students, make them realize their persona