“解放”的公民教育——被压迫者教育学中的公民教育思想探微教育学原理专业论文.docxVIP

万方数据 万方数据 目 录 摘 要 ······························ I Abstract ···························· III 绪 论 1 一、研究的缘起 ························ 1 （一）我国目前公民教育改革与实践的需要··········· 1 （二）弗莱雷公民教育思想国内研究不足············ 1 （三）研究者个人旨趣驱动·················· 2 二、研究目的与意义 ······················ 2 （一）研究目的······················· 2 （二）理论意义······················· 2 （三）实践意义······················· 3 三、研究现状 ························· 3 （一）国外研究综述····················· 6 （二）国内研究综述····················· 7 四、概念界定 ·························10 （一）公民·························10 （二）公民教育·······················11 （三）解放·························11 （四）被压迫者教育学····················12 五、研究思路与方法 ······················12 （一）研究思路·······················12 （二）研究方法·······················12 第一章 解放公民教育思想的产生 ·················· 14 一、解放公民教育思想的产生背景 ················14 （一）社会背景·······················14 （二）实践经历·······················16 二、解放公民教育思想的理论基础 ················17 （一）天主教教义······················17 （二）西方马克思主义····················19 （三）后现代理论······················20 第二章 解放公民教育思想的意蕴 ·················· 22 一、何为“解放” ·······················22 （一）教育目的的解放：从“臣民”到“人性化”公民······23 （二）教育内容的解放：从“教科书知识”到“公民意识”····26 （三）教育方法的解放：从“银行储蓄式教育”到 “提问式教育” 30 （四）教育过程的解放：从“被塑造”到 “反思与行动” ····35 （五）师生关系的解放：从“压迫”到 “平等” ········38 二、为何“解放” ·······················39 （一）解放公民教育的应有之义················39 （二）政治文明建设的需要··················40 （三）教育“非解放”现状的呼唤···············41 三、如何“解放” ·······················42 （一）意识化：本体意识的“苏醒”··············43 （二）批判：“介入现实”的方法···············46 （三）对话：“文化行动”的方法···············50 第三章 解放公民教育的反思与启示 ················· 54 一、解放公民教育的时代困境 ··················54 （一）乌托邦：现实中的脆弱性················54 （二）激进性：解构中的冒进性················55 （三）复杂性：文本阅读的晦涩················55 （四）滞后性：与时代发展相脱节···············56 二、解放公民教育思想对我国公民教育的启示 ···········57 （一）和谐共生：公民教育中师生无差的对话关系········57 （二）走向实践：公民教育力求在行动中介入现实········61 结 语 ······························ 65 注 释 ······························ 67 参考文献 ····························· 69 发表论著 ····························· 72 后 记 ···················