浅谈现代教育应传承、渗透和发扬孔子的教育思想-大学毕业设计.doc

学科代号： 学 号：201180111100404 成人教育本（专）科毕业论文（设计）题目：浅谈现代教育应传承、渗透和发扬孔子的教育思想专 业： 汉语言文学 年 级： 2011级本科四班 学生姓名： 指导教师： 2013年3月20日目 录【摘要】1【关键词】1Abstract1Key word1一、孔子的教育思想1（一）有教无类的教育对象1（二）德才并重的教育内容2（三）因材施教的教育方法2二、现代教育应时刻传承、渗透和发扬孔子的教育思想3（一）传承有教无类的教育对象促进教育公平公正 构建和谐社会3（二）渗透德才并重的教育内容培养四有新人 塑造合格人才4（三）发扬因材施教的教育方法了解学习特点 匹配教学方式4【参考文献】5【附录】610凯里学院成人教育本科毕业论文（或设计）浅谈现代教育应传承、渗透和发扬孔子的教育思想【摘要】孔子是我国现代著名的教育家，思想家。他一生从事教育工作，勤于教育工作的研究与探索中，形成整套完整的教育理论，他“有教无类、德才并重、因材施教”等教育思想，自我国汉朝以来一直指引着各个朝代的教育发展。在倡导教育改革的今天，我们应时刻传承、渗透和发扬孔子“有教无类、德才并重、因材施教”的教育思想。【关键词】孔子；教育思想；现代教育AbstractConfucius was a famous Chinese educator, thinker. He devoted his life to education, research and exploration of educational work diligently, forming a complete set of educational theory, he is make no social distinctions in teaching, moral and talent both, teach students in accordance with their aptitude education thought, since the Han Dynasty have been guided each dynasty education development. In the educational reform today, we should keep in succession, permeability and carry forward Confucius make no social distinctions in teaching, moral and talent both, teach students in accordance with their aptitude education thought.Key wordConfucius; educational thought; modern education前 言孔子是中国传统文化的杰出代表，孔子的教育思想则是中国优秀传统文化思想宝库中的璀璨明珠。本文试从现代教育应时刻传承、渗透和发扬孔子的教育思想等方面来谈谈现代教育所存在的弊端以及孔子“有教无类、德才并重、因材施教”的教育精华以及现代教育对孔子教育思想的忽视所带来的负面影响。一、孔子的教育思想（一）有教无类的教育对象孔子是中国历史上第一个私人办学的教育家。孔子“有教无类”的教育思想本意是指：“在教育对象上，不分贵族与平民，不分华夏与华夷诸族，不分年长与年幼的限制，只要本人愿意，人人都可以接受教育。”孔子说：“自行束脩以上，吾未尝无诲焉” 。意思是说只要你带上一些薄礼来拜师，我从来没有不教的。孔子本着从人出发，讲究“人道”，提出了人与人之间“性相近，习相远”的理论，指出人的天赋素质相近，否定了奴隶主贵族比平民高贵、优越的思想。在此基础上，他极力主张“有教无类”、扩大教育对象。在朱熹的四书集注中也提到“人性皆善，而其类有善恶之殊者，气习之染也。故君子有教，则人皆可以复于善，而不当复论其类之恶意矣”。由此可见，孔子在招收学生时是不分学生品行的好坏的，认为人的本性都是善良的，通过教育可以使那些品行不好的学生向善，来求学的人一律招收，认为都是可教的。孔子的有教无类思想还体现了在接受教育对象时不分贫富贵贱，不分种族，实质上体现了教育平等的思想。打破了官府对教育事业的垄断，扩大了受教育对象的范围，让那些有意向学习又有物质保证的人都可享受到平等的受教育的权利和机会。基于“有教无类”的原则，孔子招收学生，有八个不分：一是不分贵贱；二是不分贫富；三是不分智愚；四是不分勤惰；五是不分恩怨；六是不分老少；七是不分国籍；八是不分美丑。这“八不分”说明孔子对各种类型的学生都是一视同仁、平等对待的。（二）德才并重的教育内容孔子的教育内容是德才并重，道德教育和知识教育并重。子曰：“志于道，据于德，依于仁，游于艺。”孔子指出，要学好修身治国的学问，必须先培养高尚的道德品质，他在教学中采取品德修养与知识和技能的学习并重的原则。孔子又指出，一个人只讲究品德修养而不喜欢学习礼仪，就是叫狂过正，只有将这两种并重才能成为完善的人。孔子办学的教育内容当然是服从于他的教育目的的，即服从于培养什么样的人的问题。孔子培养的主要对象是士和君子，即为实现仁政德治培养人才，实际上是为封建贵族统治阶级培养合格的后备官吏。他很注重人品的内在素质和外在表现，曾提出文质彬彬（外表形态和思想品质配合恰当），然后君子的主张，认为表里一致才能算是大雅君子。（三）因材施教的教育方法子曰：“中人以上，可以语上也；中人以下，不可以语也。”孔子指出，在教学上要根据不同学生，不同的智力水平，教授难度不同的教学内容。这充分体现了孔子因材施教的原则。人的才智高下有别，如何才能更好地扬长避短，完善学生的德业修养，以更好地达到教育目的，根据这一原则，孔子深入了解弟子们的不同的兴趣、智力和能力，掌握每个人的特点，施以不同的教育。如：孔子在教学方法上，很注意诱导启发，针对学生的弱点，对症下药地进行教育。他对个性刚强、急躁的子路，加以抑制；而对缺乏勇气的冉有，则加以鼓励。有一次，子路向孔子请教说：“我们听到了一件应该去做的事，是不是马上去做？”孔子略加考虑回答说：“有父兄在，应该先问问父亲和兄长，怎能一听到消息就去做呢？”冉有也提出同样的问题，请教老师。孔子却同意他马上去做。学生公西华觉得奇怪，便去问孔子为什么同样的问题，而有两种不同的回答。孔子听了笑了笑对公西华说：“冉有胆子小，性格很迟缓，所以叫他马上去做。子路的性格很急躁，所以叫他慢一些去做。”公西华听了才恍然大悟。二、现代教育应时刻传承、渗透和发扬孔子的教育思想（一）传承有教无类的教育对象促进教育公平公正 构建和谐社会孔子提出的“有教无类”的思想不仅对古代教育的发展起到促进作用，同时还为当代的教育发展指明方向。孔子认为无论是谁都是可以受教育的，即教育要面向社会面向人人。孔子所招收的学生，从地域上讲，有来自鲁国的，也有来自卫国、宋国、吴国、楚国、秦国；从出身来说，有贵族出身的，但更多的是平民出身；从智力上讲，有头脑比较聪明的，也有头脑比较迟钝，等等。正如温家宝总理所说：“学校的大门是向人人开的。”“要让人人享受教育，让跟多的人掌握知识和技能，这是我们的理想。”所以，当下我们要注重教育公平，巩固普及义务教育，提高高等教育，大力发展教育事业。当今国际竞争的实质是以经济和科技实力为基础的综合国力的较量，是创新力的博弈。想要科技实力、创新实力的提高，离不开教育事业的发展、人才的培养。教育公平是社会公平的底线 ，是社会和谐的基石。当代的中国正致力于构建和谐社会，必然离不开对教育公平的重视。然而，当今社会任然存在着许多教育不公平的现象。例如：目前地域间、城乡间、校际间差距十分大。拿城乡来说城乡间不仅经济差距大，教育资源也存在很大差距。无论是师资，还是校园基础设施上农村学校都远不如城市。城市狠狠地咬了教育经费这块“蛋糕”，然而留给农村的却少之又少。在招生方面也存在不公，现在“择校风”、“快慢班”搞得火热。许多学校以分招生、以钱招生、以权招生。就如我县也是如此，在师资方面我校高增乡美德小学204名学生只有10名教师，没有专业的英语教师，不设有英语课，而乡中心校235名学生却有着22名教师，有专业英语教师，开设英语课。在招生方面因片面追求学生考试分数，因此各校提出规定不是本乡镇的学生要到本乡本校来就必须经过考试，经考试合格方可招收。高考招生也存在各种不公，少数民族加分、地区分数线悬殊、僵化的户籍管理制度。这样的教育社会公平吗？这样的社会能和谐吗？教育的不公已成为威胁社会不和谐的因素之一，实现教育公平已成为我们这个时代的迫切需求。因此现代教育要学习孔子有教无类的教育原则公平平等的对待每一个学校，每一位学生。（二）渗透德才并重的教育内容培养四有新人 塑造合格人才孔子认为德才并重的教育内容是加强道德教育和知识教育，君子除了具有出众的才能之处应该有高尚的道德情操。教者，传授知识也；育者，培养思想品德也。教中有育，育中有教。也就是说：既教书又育人是教育的本质要求，也是师德的基本要求，更是教师的责任和义务。教育的根本目的就是育人，教育以培养真正的人，培养全面、完整的人为己任。对于所有学校教育来说，教学都是中心工作，但它不是目的而是手段，学校的根本任务是育人。具体落实在教师职业行为上就是通过教师的劳动培养人，塑造人，改造人，促进人的全面发展。既传授科学文化知识，又进行思想品德教育，把学生培养成为德、智、体诸方面全面发展的“四有”新人。具体地说，教书是指在课堂上向学生传授系统的科学文化知识，培养学生的科学文化素质，发展学生的智能；育人是指教师通过课上课下教学活动和师生相互作用的过程以及教师的行为对学生进行的一些显性的或潜在的政治、思想和道德教育，促进学生人格的发展。教书和育人的紧密结合，其结果必然是学生的德才兼备。然而在全面追求升学率，发考试、升学成了衡量学生唯一标准的今天，教师片面的向学生传授知识技能，而忽略了对其道德品质的修养。近几年里在大学高校里出现了一系列的杀人事足以证明这一点。如：2004年云南大学生马加爵杀害4名同学；2010年10月20日深夜，西安音乐学院大三的学生药家鑫。驾车撞人后又将伤者刺八刀，致其死亡后驾车逃逸等等。因此当代的教育要时刻加强对学生思想教育的培养，给学生观看犯罪纪录片，要彻底抛弃以考分高低、升学率高低论成败的陈腐观念，遵循教育规律，实施素质教育。要实现面向全体学生与因材施教相统一，教书与育人相统一，传授知识与发展智能相统一，理论与实践相统一。给社会塑造合格的新型人才。（三）发扬因材施教的教育方法了解学习特点 匹配教学方式孔子在教育实践的基础上，创造了因材施教的方法。如从学生优点方面分析，从学生缺点方面分析，从学生才能专长方面分析，对不同学生作比较分析等等。他常常能用精炼的语言，甚至只用一个字能把学生独特的优点或缺点准确地概括出来。他说：“柴也愚；参也鲁；师也辟；由也唁。”同时孔子还区分智力的差异，讲授不同的内容；针对学生的特点，采取不同的方法。实施因材施教，体现了教育的均等性、个体性、充分性和主体性，真正实现面向全体学生。 因此在教育教学中我们不仅要了解学生的个性特点，而且还要了解学生的学习特点，针对不同学生的学习特点匹配不同的教学方式。教师在教学中要留意观察分析学生学习的特点，分析学生在处理的问题时表现出来的迹象，提出问题，如：“为什么会感到困惑，原因在哪里？”“为什么老是出现同类问题的错误”“为什么会出现反常现象”等等。了解学生在学习中存在的困难和差异，发现学生擅长解决什么样的问题和学习的动力所在。对学习成绩差的学生，应该从动机的激发维持和学习方法的指导方面入手，采取不同的措施使学生在自尊自信的状态下学习教师要根据对学生学习风格的了解，在教学中有针对性地提供风格相配的教学方式，比如：对于喜欢图像表征的学生用图式来讲解概念，避免把喜欢安静的学习安排在教室门口坐，喜欢用线段来描述数学问题的避免用画图去表示等等，学校要根据学生的个性特长，在师资充沛的情况下开设各种选修课，满足学生学习的需要。总之，在倡导教育改革的今天，我们应时刻传承、渗透和发扬孔子“有教无类、德才并重、因材施教”的教育思想。促进教育公平公正，构建和谐社会，培养四有新人，塑造合格人才，了解学习特点，匹配相应的教学方式。【参考文献】1. 杨伯峻.论语译注M. 北京：中华书局. 19802. 匡亚明.孔子评传M. 济南：齐鲁书社. 19853. 杜任之、高树帜. 孔子学说精华体系M. 太原：山西人民出版社. 1985 4. 李渊庭.梁漱溟讲孔孟M. 北京：中国和平出版社. 1993 5. 全国教育史研究会编务组.孔子教育思想研究M. 北京：人民教育出版社. 1985 6. 黄济. 教育哲学M. 北京：北京师范大学出版社. 1986 7. 李炳英.孟子文选M. 北京：人民文学出版社. 1959 1 (清)蒲松龄. 聊斋志异M. 北京：人民文学出版社. 1998.8张景刚,赵霞. “有教无类”教育思想的思考与启示J.沧桑,2008,（3）.9高敏.学孔子当老师的的智慧M.北京:中国纺织出版社,2011,186-189.10冯友兰.中国哲学史:上册M.上海:华东师范大学出版社,2001.11华桦,蒋瑾.教育公平论M.天津:天津教育出版社,2006,8:32-45. 12华桦.教育公平新解M.上海:上海社会科学院出版社,2010,8:50-7013周佐霖.对孔子“有教无类”思想的再认识J.2011(4)14 韩吉人论职工教育的特点G/中国职工教育研究会职工教育研究论文集北京：人民教育出版社，1985：90-9915俞宝善，一部具有开创性的著作-简评孔子思想及现代意义J，湖南师范大学社会科学学报，1994，（04）16袁振国主编：当代教育学，教育科学出版社，2004年版。17叶澜著：教育概论，人民教育出版社，1993年版。【附录】孔子，名丘，字仲尼，春秋时鲁国人，中国历史上著名的大思想家、哲学家和教育家，儒家学派的创始人。在世时被誉为“天纵之圣”、“天之木铎”，是当时社会上最博学者之一，并且被后世称为“圣人”。文学方面，他编纂有春秋、诗经等书，其弟子根据他的思想学说和生平事迹编辑了论语一书；思想发面，他以“仁爱”为核心，开创了儒家学派，其开创的儒家学派成为后世的正统思想，一直影响到今天；教育方面，他打破了公学制度的束缚，招收弟子，开坛讲学，创办私学，成为私学的创始人，为后世私学的兴起奠定了基础。并提出了实事求是、学思结合、启发诱导等先进的教育思想。请删除以下内容，O(_)O谢谢！The origin of taxation in the United States can be traced to the time when the colonists were heavily taxed by Great Britain on everything from tea to legal and business documents that were required by the Stamp Tax. The colonists disdain for this taxation without representation (so-called because the colonies had no voice in the establishment of the taxes) gave rise to revolts such as the Boston Tea Party. However, even after the Revolutionary War and the adoption of the U.S. Constitution, the main source of revenue for the newly created states was money received from customs and excise taxes on items such as carriages, sugar, whiskey, and snuff. Income tax first appeared in the United States in 1862, during the Civil War. At that time only about one percent of the population was required to pay the tax. A flat-rate income tax was imposed in 1867. The income tax was repealed in its entirety in 1872. Income tax was a rallying point for the Populist party in 1892, and had enough support two years later that Congress passed the Income Tax Act of 1894. The tax at that time was two percent on individual incomes in excess of $4,000, which meant that it reached only the wealthiest members of the population. The Supreme Court struck down the tax, holding that it violated the constitutional requirement that direct taxes be apportioned among the states by population (pollock v. farmers loan & trust, 158 U.S. 601, 15 S. Ct. 912, 39 L. Ed. 1108 1895). After many years of debate and compromise, the sixteenth amendment to the Constitution was ratified in 1913, providing Congress with the power to lay and collect taxes on income without apportionment among the states. The objectives of the income tax were the equitable distribution of the tax burden and the raising of revenue. Since 1913 the U.S. income tax system has become very complex. In 1913 the income tax laws were contained in eighteen pages of legislation; the explanation of the tax reform act of 1986 was more than thirteen hundred pages long (Pub. L. 99-514, Oct. 22, 1986, 100 Stat. 2085). Commerce Clearing House, a publisher of tax information, released a version of the Internal Revenue Code in the early 1990s that was four times thicker than its version in 1953. Changes to the tax laws often reflect the times. The flat tax of 1913 was later replaced with a graduated tax. After the United States entered world war i, the War Revenue Act of 1917 imposed a maximum tax rate for individuals of 67 percent, compared with a rate of 13 percent in 1916. In 1924 Secretary of the Treasury Andrew W. Mellon, speaking to Congress about the high level of taxation, stated, The present system is a failure. It was an emergency measure, adopted under the pressure of war necessity and not to be counted upon as a permanent part of our revenue structure. The high rates put pressure on taxpayers to reduce their taxable income, tend to destroy individual initiative and enterprise, and seriously impede the development of productive business. Ways will always be found to avoid taxes so destructive in their nature, and the only way to save the situation is to put the taxes on a reasonable basis that will permit business to go on and industry to develop. Consequently, the Revenue Act of 1924 reduced the maximum individual tax rate to 43 percent (Revenue Acts, June 2, 1924, ch. 234, 43 Stat. 253). In 1926 the rate was further reduced to 25 percent. The Revenue Act of 1932 was the first tax law passed during the Great Depression (Revenue Acts, June 6, 1932, ch. 209, 47 Stat. 169). It increased the individual maximum rate from 25 to 63 percent, and reduced personal exemptions from $1,500 to $1,000 for single persons, and from $3,500 to $2,500 for married couples. The national industrial recovery act of 1933 (NIRA), part of President franklin d. roosevelts new deal, imposed a five percent excise tax on dividend receipts, imposed a capital stock tax and an excess profits tax, and suspended all deductions for losses (June 16, 1933, ch. 90, 48 Stat. 195). The repeal in 1933 of the eighteenth amendment, which had prohibited the manufacture and sale of alcohol, brought in an estimated $90 million in new liquor taxes in 1934. The social security act of 1935 provided for a wage tax, half to be paid by the employee and half by the employer, to establish a federal retirement fund (Old Age Pension Act, Aug. 14, 1935, ch. 531, 49 Stat. 620). The Wealth Tax Act, also known as the Revenue Act of 1935, increased the maximum tax rate to 79 percent, the Revenue Acts of 1940 and 1941 increased it to 81 percent, the Revenue Act of 1942 raised it to 88 percent, and the Individual Income Tax Act of 1944 raised the individual maximum rate to 94 percent. The post-World War II Revenue Act of 1945 reduced the individual maximum tax from 94 percent to 91 percent. The Revenue Act of 1950, during the korean war, reduced it to 84.4 percent, but it was raised the next year to 92 percent (Revenue Act of 1950, Sept. 23, 1950, ch. 994, Stat. 906). It remained at this level until 1964, when it was reduced to 70 percent. The Revenue Act of 1954 revised the Internal Revenue Code of 1939, making major changes that were beneficial to the taxpayer, including providing for child care deductions (later changed to credits), an increase in the charitable contribution limit, a tax credit against taxable retirement income, employee deductions for business expenses, and liberalized depreciation deductions. From 1954 to 1962, the Internal Revenue Code was amended by 183 separate acts. In 1974 the employee retirement income security act (ERISA) created protections for employees whose employers promised specified pensions or other retirement contributions (Pub. L. No. 93-406, Sept. 2, 1974, 88 Stat. 829). ERISA required that to be tax deductible, the employers plan contribution must meet certain minimum standards as to employee participation and vesting and employer funding. ERISA also approved the use of individual retirement accounts (IRAs) to encourage tax-deferred retirement savings by individuals. The Economic Recovery Tax Act of 1981 (ERTA) provided the largest tax cut up to that time, reducing the maximum individual rate from 70 percent to 50 percent (Pub. L. No. 97-34, Aug. 13, 1981, 95 Stat. 172). The most sweeping tax changes since world war ii were enacted in the Tax Reform Act of 1986. This bill was signed into law by President ronald reagan and was designed to equalize the tax treatment of various assets, eliminate tax shelters, and lower marginal rates. Conservatives wanted the act to provide a single, low tax rate that could be applied to everyone. Although this single, flat rate was not included in the final bill, tax rates were reduced to 15 percent on the first $17,850 of income for singles and $29,750 for married couples, and set at 28 to 33 percent on remaining income. Many deductions were repealed, such as a deduction available to two-income married couples that had been used to avoid the marriage penalty (a greater tax liability incurred when two persons filed their income tax return as a married couple rather than as individuals). Although the personal exemption exclusion was increased, an exemption for elderly and blind persons who itemize deductions was repealed. In addition, a special capital gains rate was repealed, as was an investment tax credit that had been introduced in 1962 by President john f. kennedy. The Omnibus Budget Reconciliation Act of 1993, the first budget and tax act enacted during the Clinton administration, was vigorously debated, and passed with only the minimum number of necessary votes. This law provided for income tax rates of 15, 28, 31, 36, and 39.6 percent on varying levels of income and for the taxation of social security income if the taxpayer receives other income over a certain level. In 2001 Congress enacted a major income tax cut at the urging of President george w. bush. Over the course of 11 years the law reduces marginal income tax rates across all levels of income. The 36 percent rate will be lowered to 33 percent, the 31 percent rate to 28 percent, the 28 percent rate to 25 percent. In addition, a new bottom 10 percent rate was created. Since the early 1980s, a flat-rate tax system rather than the graduated bracketed method has been proposed. (The graduated bracketed method is the one that has been used since graduated taxes were introduced: