LECTURE 2. MODERN FOREIGN CONCEPTS OF EDUCATION AND UPBRINGING
第 2 讲。现代外国教育和教养观念
PURPOSE: to consider the classification of the directions of pedagogical science existing in the West.
目的:考虑西方存在的教育学方向的分类。
Key words and concepts: communication theory, concept of "integral school", psychological concept, technocratic tendency.
关键词和概念:传播理论、“整体学校”概念、心理学概念、技术官僚倾向。
Questions for consideration:
供考虑的问题:
The leading concepts of contemporary foreign pedagogical thought
当代外国教育学思想的主导概念
Comparative analysis of the communicative concepts of the USA and Germany
美国和德国交际概念的比较分析
The leading concepts of contemporary foreign pedagogical thought
当代外国 教育学思想的主导概念
The classification of pedagogical science tendency existing in the West European countries can be carried out according to various criteria, one of which is philosophical. This approach allows us to single out the following areas: conservative, humanistic, irrational and behavioristic-technocratic.
西欧国家存在的教育科学趋势的分类可以根据各种标准进行,其中之一就是哲学。这种方法使我们能够挑选出以下领域:保守、人本主义、激动和行为主义-技术官僚。
The conservative trend (T. Brummeld, K. Rogers, E. Kelly and others) supports D. Dewey's position concerning the role of education in the society and the value of its contribution to the growth of an individual.” The task of educational institutions is to pay more attention to the unique experience of students, to the formation of their personality. The school should serve as a laboratory for the discovery of the unique "I" of each student, because only then he’ll get the opportunity to know the world around him”. A. Combs, for example, argues that for the formation of a person's behavior, the most important thing is to find out how he looks at himself and the world around him. If a person is self-confident, then he has no reason to worry about the nature of the values that he is guided by, in other words, the satisfaction of the person with himself, his actions, self-confidence acts as the only guarantee of his positive outlook on the world.
保守趋势 (T. Brummeld、K. Rogers、E. Kelly 等)支持 D. Dewey 关于教育在社会中的作用及其对个人成长的贡献价值的立场。 教育机构的任务是更加关注学生的独特经历,关注他们个性的形成。 学校应该作为一个实验室,发现每个学生独特的 “我”,因为只有这样,他才有机会了解周围的世界。 例如,A. Combs 认为,对于一个人行为的形成,最重要的事情是找出他如何看待自己和周围的世界。如果一个人自信,那么他就没有理由担心他所指导的价值观的性质,换句话说,这个人对自己的满意度、他的行动、自信是他积极看待世界的唯一保证。
The humanistic direction (II. Hirst, RS Peter, M. Warnick), referred to as "new humanism", tries to present a constructive education program, in which maximum attention is paid to human I, creating conditions for free self-expression of an individual. The representatives of this direction consider it necessary to form a hierarchy of the child's intellectual abilities that determine the moral maturity of the individual. Hence, the main task of the education is to form a rationally thinking subject. A person brought up in this way will be able to determine his place in the social system with the help of communicative abilities, formed due to the combination of the internal mechanisms of the individual and the social sphere. The same goal should be served by a cognitive-value orientation, that provides a free moral choice in every life situation and the ability to identify with others.
人本主义方向 (II.赫斯特,RS 彼得,M. Warnick),被称为“新人文主义”,试图提出一个建设性的教育计划,其中最大限度地关注人类的 I,为个人的自由自我表达创造条件。 这个方向的代表认为有必要形成一个决定个人道德成熟度的儿童智力能力的等级制度。因此,教育的主要任务 是形成一个理性思考的主体。以这种方式长大的人将能够在交际能力的帮助下确定他在社会系统中的位置,交际能力是由于个人和社会领域的内部机制的结合而形成的。同样的目标应该由共同认知价值取向来实现,它在每种生活情况下都提供了自由的道德选择和与他人认同的能力。
The irrationalistic trend in Western pedagogy (O. Bolnov) is based on the "philosophy of life", mainly on existentialism, classical and modern. Proceeding from the position of the uniqueness of a personality, the supporters of this trend do not recognize the role of the social environment in the formation of a person. The environment, in their opinion, can only harm moral self-regulation of the individual, since social institutions have been aimed at unifying the personality and his behavior. The school, as a social institution, destroys the personality, as a person loses himself in it, becomes only one of them. The ideal is an educational system that provides the chance for a student to study strictly according to the individual plan, designed by himself. At the same time, the aesthetic element, the humanities, in particular literature and art, should take the central place in the curriculum, contributing to the identification of the forces inherent in nature that determine such properties of his being as tragedy, death, hatred, love. The main method of the education is a free dialogue, the main content of which are the questions skillfully posed by the educator with the aim of developing the critical mind of pupils. During the dialogue, the educator in no case should express his opinion on the issues discussed, he acts as a partner in the discussion and not a mentor.
西方教育学中的非理性主义趋势 (O. 博尔诺夫)以“人生哲学”为基础,主要以存在主义、古典和现代为基础。从人格独特性的位置出发,这种趋势的支持者并没有认识到社会环境在一个人的形成中的作用。在他们看来,环境只会损害个人的道德自我调节,因为社会制度旨在统一个人和他的行为。 school 作为一种社会制度,摧毁了人格,当一个人在其中迷失自我时,它只是其中之一。理想的教育系统为学生提供了严格按照自己设计的个人计划学习的机会。同时,审美元素,人文学科,特别是文学和艺术,应该在课程中占据中心位置,有助于识别自然界中固有的力量,这些力量决定了他存在的悲剧、死亡、仇恨、爱情等属性。教育的主要方法是 自由对话,其主要内容是教育者巧妙地提出的问题,目的是激发学生的批判性思维。 在对话过程中,教育者在任何情况下都不应就所讨论的问题发表自己的意见,他充当讨论的伙伴,而不是导师。
The behavioristic-technocratic direction / E. Morris, M. Black / is based mainly on the "technology of behavior “worked out by B. Skinner. The supporters of this trend reject the self-expression of an individual as the main goal of education, regarding it as one of the reasons for moral crises. They proceed from the statement that it is in the learning process that all the norms of his behavior are developed. The effectiveness of teaching is achieved by introducing the achievements of science and technology, experiment into the education system. The upbringing is actually subordinated to utilitarian goals. The main means of implementing such an educational program is the tight control of the social environment using the "reinforcement" mechanism, that is, a system of rewards and punishments for the slightest deviations from the given program. Technocratic concepts pay special attention to the fact that, relying on the system of "reinforcement", they create the appearance of individuals’ voluntary submission to these requirements and thereby achieve "harmony" between the consciousness of the individual and the society. The supporters of this trend consider it necessary to create the system of education subordinate to the interests of a modern society, social and cultural constructions, to the implementation of the tasks of a scientific and technological revolution.
行为主义-技术官僚方向 / E. Morris, M. Black / 主要基于 B. Skinner 制定的“b ehavior 技术”。 这种趋势的支持者将个人的自我表达作为教育的主要目标,将其视为道德危机的原因之一。这源于这样一种陈述,即正是在学习过程中,他的所有行为规范都得到了发展。教学效果是通过将科学技术成果、实验引入教育系统来实现的。 教养实际上从属于功利主义目标。 实施这种教育计划的主要手段是使用 “强化”机制对社会环境进行严格控制,即对与给定计划最轻微的偏差进行奖励和惩罚的系统。技术官僚概念特别关注这样一个事实,即依靠“强化”系统,它们创造了个人自愿服从这些要求的表象,从而实现了个人意识与社会之间的“和谐 ”。 这一趋势的推动者认为,有必要建立一种教育体系,服从于现代社会的利益、社会和文化建设的利益,服从于科技革命的任务。
In the main stream of pedagogical and didactic currents the "social-constructivist trend" is singled out. There is a conviction that schools should be "an instrument of social reconstruction, creating a new form of social organization based on intelligent foresight, rational planning and movement towards the moral dignity of all people." Thus, the role of the school has been proclaimed as a real means of influencing social processes.
在教育学和说教学的主流中,“社会建构主义趋势”被单独列出来。这里坚信,学校应该成为“社会重建的工具,创造一种新的社会组织形式,其基础是明智的远见、理性的规划和朝着所有人的道德尊严迈的运动。 因此,学校的作用被宣布为影响社会进程的真正手段。
The ideas of this direction were put forward in the work of the famous American teacher J. Counts "Will the school be able to build a new social order?" According to J. Counts, an educational system should not strive for the direct implementation of certain reforms in public life. Educators should give students a "vision of the future opportunities and strive to win their trust and enthusiasm in pursuing that vision."
这个方向的思想是在美国著名教师 J. Counts 的著作中提出的:“学校能否建立一个新的社会秩序?根据 J. Counts 的说法,教育系统不应该努力在公共生活中直接实施某些改革。教育工作者应该给学生一个 “对未来机会的愿景,并努力赢得他们的信任和追求这一愿景的热情”。
Criticizing the shortcomings of the dominant philosophy of education, another ideologist of this trend H. Rugg, insists on the creation of a new school curriculum that grows "directly from the problems, conditions and characteristics of our changing society." Among the most acute problems H. Rugg identifies such as the overpopulation of the planet, disorderly urbanization, the uncontrolled development of technological processes, the growth of nationalism, the approach of a global ecological catastrophe.
批评占主导地位的教育哲学的缺点,这一趋势的另一位思想家 H. 鲁格坚持创建新的学校课程,该课程“直接源于我们不断变化的社会的问题、条件和特征”。其中最可爱的问题 H. 鲁格指出 ,地球人口过剩、无序的城市化、 技术流程的失控发展、民族主义的增长、 全球生态灾难的逼近等。
Developing this ideology, John Childs notes that the school should be guided not only by the desire to teach how to think, but also what ideas and socially useful values should be installed in young people.
发展这种意识形态时,约翰·柴尔德斯 (John Childs) 指出,学校不仅应该以教授如何思考的愿望为指导,还应该以培养年轻人的思想和社会有用的价值观为指导。
Theodor Brameld has become a recognized leader in social reconstructivism.
西奥多·布拉梅尔德 (Theodor Brameld) 已成为社会重建主义领域公认的 leader。
Teachers should not remain neutral in relation to the problems of the world culture crisis. They should help to determine the main directions of the forthcoming reforms and have a positive impact on the younger generation, forming worthy ideals in them.
教师不应对世界文化危机的问题保持中立。他们应该帮助 确定即将到来的改革的主要方向,并对年轻一代产生积极影响,在他们中形成有价值的理想。
The concept of "ecological citizenship" has been put forward by W. Odals from the Northwestern University of the United States. In his opinion the priority task in the field of education is to form an ecological way of thinking among the youth. He emphasizes that school programs are "narrowly economic and narrowly technical in their content and methods."
“生态公民”的概念是由 W 提出的。 来自美国西北大学的 Odals。在他看来,教育领域的首要任务是在青年中形成一种生态学的思维方式。He 强调,学校课程“在内容和方法上狭隘地经济性和狭隘的技术性”。
Thus, the social reconstructivism tends to turn the school curriculum and the entire educational system to the universal values and burning problems of the society.
因此, 社会重建主义倾向于将学校课程和整个教育系统转向 普世价值和社会的紧迫问题。
Taking into account these conclusions the American Association of School Administrators and the National Social Science Council, that has great pedagogical authority in the United States, has adopted resolutions "calling for the creation of school courses that would" reflect international perspectives and emphasize respect for the diversity of the world's cultures and their peoples. "
考虑到这些结论,美国学校管理者协会和在美国 拥有强大教学权威的国家社会科学委员会通过了决议,“呼吁创建反映国际视野并强调尊重世界文化及其人民多样性的学校课程”。“
The social reconstructivist teaching strategy looks independent and consistent, retains its didactic standards. The center of gravity has shifted to students' exploration of the scientific breakthroughs of recent years with their potential in terms of improving the quality of life of children. Mathematics, native language and literature are studied not in the abstract and cognitive terms, but as necessary tools that allow students to better understand the essence of current social problems. Attaching to the subjects of the aesthetic cycle - music, painting, architecture - should serve to better understanding of the cultural heritage of one's country and interaction with the cultures of other countries and peoples.
社会再建构主义教学策略看起来独立而一致,保留了其说教立场。重心已转移到学生对近年来科学突破的探索上,这些突破在提高儿童生活质量方面的潜力。数学、母语和文学不是以抽象和认知的方式进行研究,而是作为必要的工具,让学生更好地理解当前社会问题的本质。 对审美周期的主题——音乐、绘画、建筑——的探讨应该有助于更好地理解自己国家的文化遗产以及与其他国家和人民文化的互动。
The teacher's interpretation in the educational process looks no less peculiar: he becomes the main actor in the implementation of the training program.
教师在教育过程中的解释看起来同样奇特:他成为实施培训计划的主要参与者。
The focus of foreign teachers’ attention is concentrated on the problems of improving education .
外籍教师关注的焦点集中在改善教育的问题上。
The authors of the world-famous report to the Club of Rome "No Limits to Learning" formulated the idea of three types of learning:
他向罗马俱乐部提交了世界著名的报告“学习没有限制”,他提出了三种学习类型的想法:
-"maintenance learning" is aimed at reproducing the existing culture, social experience, social system;
-“维护学习” 旨在再现现有的文化、社会经验、社会制度;
-"innovative learning" stimulates innovative changes in the existing culture and social environment, acts as an active response to the problem situations that appear both in front of an individual and the society;
-“创新赚钱” 刺激 现有文化和社会环境的创新变化,积极应对出现在个人和社会面前的问题情况 ;
-"shock learning"- resulting from unexpected, "explosive" changes in the life of a person and the society / environmental disasters, wars, etc. /.
-“shock learning”- 由于一个人的生活和社会/环境灾难、战争等的意外、“爆炸性”变化而产生 。
At the same time, a "supporting" type of education still prevails in the practice of educational institutions. This discrepancy, according to a number of sociologists and educators, explains, to some extent, the lack of preparedness of society to face new situations in social life, the unavailability to respond in a timely manner to emerging problems - political, environmental, economic, etc.
与此同时,“支持性”类型的教育在教育机构的实践中仍然盛行。根据一些社会学家和教育工作者的说法,这种差异 在一定程度上 解释了社会缺乏面对社会生活中新情况的准备,无法及时应对新出现的问题——政治、环境、经济等。
In this regard, special attention in the development of the theory of the educational process is paid to the following areas:
在这方面,在教育过程理论的发展中特别关注 以下领域:
- modernization of traditional education. The renewal of the educational process is guided by the traditional didactic tasks of reproductive education. This area is also associated with the idea of training as a technological process with clearly defined results.
- 传统教育的现代化。 教育过程的 r enewal 以生殖教育的传统教学任务为指导。该领域也与将培训作为一种技术过程的想法相关联,并具有早期定义的结果。
- an innovative approach to the educational process, in which the goal of teaching is to develop the student's ability to master new experience based on the purposeful formation of creative and critical thinking, the experience of educational and research activities, on the role and simulation modeling. The didactic search for this direction is carried out within the framework of the following activities:
- 一种创新的教育过程方法,其中教学目标是培养学生掌握新经验的能力,基于创造性和批判性思维的有目的地形成、教育和研究活动的经验、 角色和模拟建模。对这一方向的教学探索是在以下活动的框架内进行的:
1) the assimilation of a rigidly specified sample / "technologically" constructed reproduction /. The starting point of such an educational process is an accurate description of the goals: the development of standards for assessing the learning outcomes and, on this basis, the concentration of the efforts of teachers and students on the intended clear goals, the creation of the atmosphere of openness, objectivity, etc. High efficiency within this model has been achieved by " an individually prescribed training", " a reanalyzed training system", "a team-individual training".
1) 对严格指定的样本的同化 / “技术上” 构建的复制品 /。这种教育过程的重点是对 目标的准确描述:制定评估学习成果的标准,并在此基础上将教师和学生的努力集中在预期的明确目标上,创造客观、客观的氛围等。该模型中的高效率通过“单独规定的培训”、“重新分析的培训系统”、“团队-个人培训”来实现。
2) an educational - search activity . Training is a problem-based one.
2)一项教育AL - 搜索活动 。培训是基于问题的。
3) a discussion / dialogue, communicative / activity. It is built as a purposeful exchange of ideas, judgments, opinions for the search of truth.
3)讨论/对话、交流/活动。它是有目的的思想交流、判断、寻求真理的意见。
4) a game activity offers the inclusion of simulation and role modeling in the educational process.
4)游戏活动在教育过程中提供模拟和角色建模。
This teaching model, according to the authors, raises the problem of the relationship between ideal educational goals and the results of activity actually achieved in the educational process .
根据作者的说法,这种教学模式提出了理想的教育目标与教育过程中实际实现的活动结果之间的关系问题 。
A group of German teachers published a book that reveals the basic principles of building a new school and gives a guideline for the development of pedagogical science for the future. The authors see one of the central tasks in making significant changes in the daily life of children. A school should be the place of joy for students, the world of tranquility, tolerance and cooperation. At school special attention should be paid to the holistic development of an individual - his spiritual, mental and physical health in compliance with the laws of nature. An important task is to change the consciousness and attitudes of the growing personality, the structure of his needs, to maximize the development of creativity. The development of universal human values is much more important nowadays.
一群德国教师出版了一本书,揭示了建立新学校的基本原则,并为未来的教育科学发展提供了指导方针。作者看到了对儿童日常生活做出重大改变的核心任务之一。学校应该是学生欢乐的地方, 是宁静、宽容和合作的世界。在学校,应特别关注个人的全面发展——他的精神、心理和身体都符合自然法则。一项重要的任务是改变日益增长的个人的意识和态度,改变他的需求结构,以最大限度地发展创造力。如今,普世人类价值观的发展变得更加重要。
The concept of a "integral school" has become widespread in Germany. It provides for schoolchildren the upbringing in the spirit of broad social communicability, an intelligent and responsible attitude of everyone to oneself, to the people around them, the formation of a developed, free and positive personality.
“整体学校”的概念在德国已经普及。它为学童提供了广泛的社会交流能力的成长环境,每个人对自己、对周围的人都采取聪明和负责任的态度,形成了一个成熟、自由和积极的人格。
Educational science should pay equal attention to both the active, dynamic aspects of the personality and the elements of rest. Therefore, in an integral school, all the forms of work should include such activities as silence, physical relaxation, the change of mental tension by complete rest. In the school practice of a number of Western countries the forms and various phases of pedagogical meditation have already been repeatedly tested .Pedagogical meditation improves the ability and motivation to perceive and process knowledge, eliminates stress, inner anxiety and all other obstacles. As a result, students' emotional well-being improves. Pedagogical meditation requires special rooms. By agreement with parents special training exercises, yoga classes, breathing exercises can be held there. The entire educational school process should proceed in accordance with daily biorhythms, which makes it easier for all students to individualize lessons while maintaining integral relationships in the educational material.
教育科学应该同时关注人格的积极、动态方面和休息的元素。因此,在一所完整的学校中,所有 形式的工作都应该包括安静、身体放松、通过完全休息来改变精神紧张等活动。在许多西方国家的学校实践中,教学冥想的形式和各个阶段已经被反复测试过。教育冥想可以提高感知和处理知识的能力和动力,消除压力、内心焦虑和所有其他障碍。因此,学生的情绪健康得到了改善。教学式冥想需要特定的房间。经家长同意,可以在那里举行特殊训练练习、瑜伽课程、BreaThing 练习。整个教育学校过程应按照日常生物节律进行,这使得所有学生更容易个性化课程,同时保持教育材料中的整体关系。
With regard to the content of education the integral school tries to provide students with the opportunity to obtain dual qualifications at the senior level of education (in addition to general, craft and technical education). The curriculum includes the most relevant socio-political topics related to issues such as maintaining peace on Earth, environmental problems, human health.
在教育方面,综合学校试图为学生提供获得高级教育双元制资格的机会(除了普通教育、工艺教育和技术教育)。该课程包括与维护地球和平、环境问题、人类治愈等问题相关的最相关的社会政治主题。
Among modern concepts of education the central place is occupied by the problem of socialization of school youth. A number of aspects are distinguished in the development of this problem .A psychological one is focusing on personal aspects and mechanisms of the individual's assimilation of social norms and values. The most popular among those theories are psychoanalysis and social behaviorism. Z. Freud is rightfully considered the founder of psychoanalytic theory.
在现代教育观念中,学校青年的社会化问题占据了中心位置。在这个问题的发展中,区分了许多方面。一个 p语义学 一 是关注个人方面和个人对社会规范和各种 v.这些理论中最受欢迎的是精神分析和社会行为主义。Z. Freud 理所当然地被认为是精神分析理论的创始人。
Human experiences, motives of behavior, internal contradictions and personality conflicts, the most hidden and intimate processes of mental life - everything was reflected in Freudian doctrine, which was an important stage in the development of psychological science. In an effort to determine the driving forces of human behavior, Freud looked for them mainly in the "biological depths" of an individual, in the instincts and subconscious drives, ignoring the specific forms of social life and social connections of people. Freud believed that person's will is determined by biological instincts and unconscious impulses independent of his consciousness, that determine the deep inner depravity of people, their aggressiveness, envy, thirst for power, the predominance of selfish and often immoral motives of behavior.
人类的经历、行为动机、内部矛盾和性格冲突、心理生活中最隐蔽和最亲密的过程——一切都反映在弗洛伊德的学说中,这是心理科学发展的一个重要阶段。为了确定人类行为的驱动力,弗洛伊德主要在个体的“生物深度”中寻找它们,在本 能和潜意识驱动中,忽略了社会生活的特定形式和人们的社会关系。弗洛伊德认为, 人的意志是由生物本能和他意识中独立的无意识冲动决定的,这些冲动决定了人们内心深处的堕落,他们的侵略性、嫉妒、对权力的渴望,自私和往往不道德的行为动机占主导地位。
The main idea borrowed by American educators from the psychoanalytic concept of Freud was the maximum possible adaptation of a person to existing conditions and the transformation of egoistic inclinations into social ones. The researches by R. Burton, M.Hoffman, S. Lightfoot, D. Lynn, M. Lewis, devoted to the role of parents and other adults "as" models "for children's behavior, continue the psychoanalytic tradition.
美国教育家从弗洛伊德的精神分析概念中借用的主要思想是,一个人对现有条件的最大可能适应以及利己主义倾向向社会倾向的转变。 R. Burton, M.Hoffman, S. Lightfoot, D. Lynn, M. 的研究刘易斯致力于将父母和其他成年人的角色“作为”儿童行为的榜样“,延续了精神分析的传统。
No less important attention is given to the anthropological (transmission by society and the mastering of culture by an individual) and the sociological aspects in the study of the problem of socialization. Teaching the roles of a citizen, a worker, a family man is considered the main task of upbringing and socialization, because in the successful performance of roles by both a child and an adult, the teachers see a guarantee of the "normal" functioning of both the individual and the school class and the society as a whole.
在研究社会化问题时,对人类学(社会的传播和个人对文化的掌握)和社会学方面给予了同样重要的关注。 教授公民、 工人、 家庭男人的角色被认为是教养和社会化的主要任务,因为在儿童和成人成功履行角色的过程中,教师看到了个人和学校阶层以及 整个社会的“正常”运作的保证。
2.Comparative analysis of the communicative concepts of the USA and Germany
2.美国和德国交际概念的比较分析
Recently, the communication between teachers and students has become a key topic of the Western pedagogical thought. The leading role in the development of this problem belongs to the American school of communication. The foundations of communication theory were laid at the beginning of the 20th century by John Dewey, in which communication skills were seen as almost the main element of training a future teacher . The author emphasized the need for an indissoluble unity of the teacher and students, together overcoming difficulties, the problems and doubts that arise in the course of training. The role of the teacher in this process should be active, but devoid of authoritarianism: he should kindly, unobtrusively, with deep sympathy lead the activities of the student. Such well-known teachers as W. Jams, W. Kilpatrick, J. Kaunts, J. Mead and others adhered to similar views on the problem of communication at school.
近来,师生之间的交流成为西方教育学思想的一个关键话题。在这个问题的发展中起主导作用的是美国传播学派。传播理论的基础是由约翰·杜威 (John Dewey) 在 20 世纪初奠定的,其中沟通技巧几乎被视为培训未来教师的主要要素。作者强调,教师和学生需要不可分割的团结,共同克服培训过程中出现的困难、问题和疑虑。教师在这个过程中的作用应该是积极的,但不要专制:他应该善良、不引人注目、带着深切的同情心引导学生的活动。W. Jams、W. Kilpatrick、J. Kaunts、J. Mead 等知名教师对学校的交流问题也持类似的观点。
The theory of pedagogical communication, aimed at developing the cognitive activity of students, was mostly developed in the second half of the XX century. During this period many directions and systems of communication classification emerged in it. In some works the emphasis was made on the processes of logical thinking and behavior of the teacher / Smith /, in others - on the programs of the teacher's behavior in the classroom / Teibe / or on the issues of the teacher's influence on students in the process of communication / Fdanders /.
旨在发展学生认知活动的教学交际理论在 XX 世纪下半叶发展得最为严重。在此期间,出现了许多通信分类的方向和系统。在一些作品中,强调 教师的逻辑思维和行为过程 / 史密斯 /,在另一些作品中 - 教师在课堂上的行为程序 / Teibe / 或教师在交流过程中对学生的影响问题 / Fdanders /。
The representatives of the cognitive systems of pedagogical communication / Sukhman, Wellak, Smith and others / were mainly engaged in the development of behavior models and communication of teachers in relation to all school subjects. Students’ behavior was not taken into account. The scientists have found that the main forms of communicative behavior found in the practice of schooling are very constant and not prone to change. The dominant model of communication is presented by questions asked by the teacher, students' answers and some types of teacher's reactions to these answers. The results of studies of American teachers have confirmed that teachers speak on average 64% of the entire lesson time, 80% of all communication falls on questions, answers and reactions to answers.
教育交流认知系统的代表 / Sukhman, Wellak, Smith 等 / 主要参与行为模型的发展和教师与所有学校科目的沟通。学生的行为没有被考虑在内。 科学主义者发现,在学校教育实践中发现的主要交际行为形式非常恒定,不易改变。T主导沟通模型由 教师提出的问题、学生的回答以及教师对这些答案的某些类型的反应来呈现。对美国教师的研究结果证实,教师平均占整个课堂时间的 64%,80% 的交流发生在问题、答案和对答案的反应上。
Among the latest significant works on pedagogical communication is the collective monograph by J. McCroskey, W. Richmond, T. Pleks, P. Kirney "Power in the Lesson. Technique for Behavior Change. Communication Training”. The initial thesis of the authors concept is the recognition of the decisive influence of students' emotions on their communication with the teacher and learning. J. McCrosky and his colleagues identified 22 emotional models of communication and showed that the following phrases of the teacher have a positive effect on learning: "Try it, you will find it interesting and will like it"; "It will be useful for you in life"; "I need to know how well you understand this," etc. Among the patterns of teachers’ behavior that have a negative impact on the communication with students are the following : "I will punish you"; "Because I said so"; "It is your duty"; "Your comrades are doing it."
在教学传播方面的最新重要著作中,J.麦克罗斯基,W. 里士满,T. 普莱克斯,P. Kirney “课堂中的力量。 行为改变的技术。Communication Training“的翻译。 作者概念的最初论点是认识到学生情绪对他们与老师的交流和学习的决定性影响。J. McCrosky 和他的同事确定了 22 种情绪沟通模式,并表明老师的以下短语对学习有积极影响 :“尝试一下,你会觉得它很有趣,会喜欢它”;“这对你的生活有用”;“我需要知道你对此的理解程度如何,”等等。对与学生 的交流产生负面影响的老师的行为模式如下:“我会惩罚你”;“因为我这么说的”;“这是你的责任”;“你们的同志们在做这件事。”
Communication theories have had a profound impact on the theory and practice of German schools. P. Xochellis worked out the concept "pedagogical relations” the essence of which is that the author builds the relationship between the educator and the educated person on the analogy with the "mother-child" communicative dyad. The good relationship that develops between mother and a child he would like to transfer to the school environment. The "emotional sympathy" of the teacher for a pupil determines the success of the educational process.
传播理论对德国学派的理论和实践产生了深远的影响。 Xochellis 提出了“pedagogical relations”的概念,其本质是作者通过与“母子”交际二元组的类比来建立教育者和受教育者之间的关系。 他希望将母亲和孩子之间建立的良好关系融入学校环境。老师对学生的“情感同情”决定了教育过程的成功。
Another representative of the communication theory is K. Moll-lenhauer. In his work "Theory of the process of education", he considers the education as communication and interaction. This interaction is based on the individual's desire to establish personal and social identity with other members of the group. In her work, the researcher emphasizes that education is a communicative activity aimed at achieving interpersonal understanding. The conditions for organizing communication, its structure and form have a decisive influence on the formation of personality.
传播理论的另一位代表是 K. Moll-lenhauer。在他的著作《教育过程理论》中,他认为教育是交流和互动。这种互动是基于个人与群体其他成员建立个人和社会身份的愿望。在她的工作中,研究人员强调教育是一种旨在实现人际理解的交际活动。组织交流的条件、其结构和形式对人格的形成具有决定性的影响。
The theory of the so-called "pragmatic communication" by the well-known theoretician of the Frankfurt sociological school J. Habermas has attracted much attention in the scientific and pedagogical circles of Germany. He considers a role statement to be a structural element of communication and sets the task of creating the system of rules in accordance with which the communication is built.
法兰克福社会学派著名理论家 J. 哈贝马斯在德国的科学和教育界引起了广泛关注。他认为角色陈述是沟通的结构要素,并设定了创建规则系统的任务,根据该系统 构建沟通。
The pedagogy of dialogue has been widely introduced in the Scandinavian countries. The main ideas have been drawn from the famous Brazilian teacher Paolo Freire. Her adherents D. Kallot, Arme Shelund stand for such means of pedagogical influence that would radically change the nature and climate of the relationship that develops between the educator and the educated in the process of purposeful influence of the former on the latter. The external, "technological" side of such an impact is directly linked to the transition from the teacher's monologue to a dialogue between them. This presupposes on the part of the educator the ability to modify the nature, content and methods of pedagogical influence. The trust expressed in the words and deeds of people, the Swedish educators emphasize, leaves no room for fear or "punitive behavior" in interpersonal relationships.
对话的教学法已在斯堪的纳维亚国家广泛引入。主要思想来自著名的巴西教师 Paolo Freire。她的追随者 D. Kallot,Arme Shelund 代表了这种教学影响的手段,这些手段将从根本上改变教育者和受教育者之间关系的性质和氛围,前者对后者有目的地影响。这种影响的外部、“技术”方面与从教师的独白到他们之间的对话的转变直接相关。这以教育者有能力改变教学影响的性质、内容和精神为前提。瑞典教育工作者强调,人们的言行所表达的信任,在人际关系中没有给恐惧或“惩罚行为”留下任何余地。
Erich Fromm occupies a prominent place among the thinkers who influenced the influential pedagogical concepts of the West.
埃里希·弗洛姆 (Erich Fromm) 在影响西方有影响力的教育理念的思想家中占有重要地位。
Erich Fromm was born in Germany in 1900. After graduating from Gay Delberg University he had been working as a practicing psychoanalyst for some time, but soon moved on to scientific work at the Frankfurt Institute for Social Research. In 1933 he emigrated to the United States, where he was engaged in research in the field of social psychology and psychoanalysis, and taught at a number of universities. Therefore, in reference books he is often called a German-American scientist. Fromm spent the last years of his life in Switzerland where he died in 1980.
埃里希·弗洛姆 (Erich Fromm) 于 1900 年出生于德国。从盖伊·德尔伯格大学毕业后,他作为执业精神分析学家工作了一段时间,但很快就转到法兰克福社会研究所从事科学工作。1933 年,他移民到美国,在那里他从事社会心理学和精神分析领域的研究,并在多所大学任教。因此,在参考书中,他经常被称为德裔美国科学家。弗洛姆在瑞士度过了他生命的最后几年,并于 1980 年在那里去世。
Fromm's scientific activity lasted more than half a century. Initially he was a follower of the ideas of the founder of the psychoanalytic theory, Sigmund Freud. In the book” Escape from Freedom”, he formulated his attitude to the problem of "social and biological".
弗洛姆的科学活动持续了半个多世纪。最初,他是精神分析理论创始人西格蒙德·弗洛伊德 (Sigmund Freud) 思想的追随者。在《逃离自由》一书中,他阐述了自己对“社会和生物”问题的态度。
Developing a holistic concept of a person, the scientist sought to reveal and characterize the mechanism of interaction of psychological and social factors in the process of personality formation. Fromm set the task of humanizing the inner world of a person, enriching him with ideals, aspirations, filling the ideas about the good and the evil with new content.
发展一个人的整体概念,科学家如此有可能揭示和描述心理和社会因素在人格形成过程中的相互作用机制。弗洛姆设定的任务是使一个人的内心世界人性化,用理想、抱负丰富他,用新的内容填充关于 善与恶的观念。
According to Fromm, a person is neither good nor bad. He is morally neutral; he contains both constructive and destructive potencies. Much depends on how the system of his internal orientation develops largely due to social influences.
根据弗洛姆的说法,一个人既不是好人也不是坏人。他在道德上是中立的;他包含建设性和破坏性的潜力。这在很大程度上取决于他的内部取向系统如何发展,这在很大程度上是由于社会影响。
One of the leading theses of Fromm's concept is the need for a radical renewal of education. The important task of upbringing is to contribute to the formation of such personality traits, that make a person capable of altruistic love. The true goal of upbringing should be the development of the child's inner independence and his unique individuality.
弗洛姆概念的主要论点之一是需要彻底更新教育。 教养的重要任务是促进这种人格特征的形成,使一个人能够无私地爱。教养的真正目标应该是发展孩子的内在独立性和独特的个性。
QUESTIONS FOR REVIEW AND SELF-STUDY:
复习和自学问题:
1. Name the leading concepts of modern foreign pedagogical thought, their authors and their ideas.
1. 说出现代外国教育学思想的主要概念、作者和思想。
2. Evaluate the progressive significance of the concept of "integral school" and the possibility of using it in the practice of schools in China.
2. 评估“整体学校”概念的进步意义以及在中国学校实践中使用它的可能性。
3. What are the main aspects of developing the problem of personality socialization?
3. 发展人格社会化问题的主要方面是什么?
4. Conduct a comparative analysis of the communicative concepts of the USA and Germany.
4. 对美国和德国的交际概念进行比较分析。