【作者】 朱旭梅；

【导师】 舒志定；

【作者基本信息】 浙江师范大学 ， 教育学原理， 2007， 硕士

【摘要】 随着社会的不断发展,公正问题曰益凸显,教育公正也成为教育领域里的热门话题。社会的发展需要各种各样的富有创新性的人才,如何培养出适合社会发展需要的个性化人才成为教育面临的难题之一。一直以来,个性化教育都是作为培养个性化人才的主要方法,以往对于个性化教育的研究都仅仅限制于个性化教育的目标、条件、影响因素等方面,而现在,我们从教育公正的视角来研究个性化教育,为研究个性化教育提供新的理论视野。本文采取的研究方法主要有收集材料法和分析材料法两种。其中收集材料法又分文献收集和案例收集。首先,基于现有文献的收集,综述了前人对于个性化教育和教育公正的理解,得出笔者自己对于这两个概念的内涵理解以及它们的主要特征及存在的合理性。然后,在此基础上,说明个性化教育和教育公正的关系,教育公正视野下的个性化教育的基本要求是以“公正理论”为基础,以“尊重差异”为条件,以“公正理论”为基础,即以西方古代到西方近现代公正理论以及罗尔斯、诺齐克的公正理论作为基础;以“尊重差异”为条件即以中国古代孔孟思想、西方后现代思想、多元智能理论为基础的差异观为条件。而个性化教育的实现又促进了教育公正的发展。联系两者之间紧密关系的就是“公共理性品质”,它是个性化教育的结果,也是个人与社会相联系的精神纽带,个人通过“公共理性品质”来促进社会的公正、教育的公正。接着从教育目的观、教育模式、知识、文化与课程、教师、教学环境五方面说明影响个性化教育的表现及成因。关于教育目的观,从中国传统文化的角度来说明以往的教育目的观遮蔽了学生个体,而多元文化教育则使教育目的回归到个体本身。传统的教育模式把学习者视为一个恒量,而个性化教育模式把学习者视为一个变量。从知识与课程、文化与课程的角度说明“课程”作为一个载体,在教学过程中,它如何遮蔽了学生的个性。其中关于教师和教学环境这两个因素采取了观察法来见证课堂教学过程中的一些不公正行为。教师的期望对学生的成绩有影响作用,同时教师的期望会影响到课堂中的机会均等。这是因为教师的不同期望会产生与之相应的不同行为,他们的不同行为又会影响到不同的学生,使学生有可能按照被期望的方式去做。教师在交往对象上的选择性和学生在交往机会上的不平衡性,教师与学生之间的交往因为学生的学业成就、社会地位、在班级中是否担任职务的不同而存在较大的差异。关于教学环境对个性化教育的影响,研究从物理环境和心理环境来说明。而这一系列不公正行为恰恰就是个性化教育无法真正实施的原因。最后在教育公正思想的指导下,提出了个性化教育的目的——个性发展,它关注了学生的个体生命,个体生命发展具有“无限可能性”和不确定性;提出个性化教育的原则即适应性、自主性、积极差别性原则以及个性化教育实施的策略。更多还原

【Abstract】 The continuous development of society justice problem increase obviously, education justice has also become a hot topic in the field of education. Society development needs a wide range of innovative talents, how to nurture individualized personnel to meet society development needs become one of the most primary challenges to education. All along, individualized education are the main method of training individualized talent, in the past, individualized education studies only limited to individualized educational objectives, conditions, and other factors, but now, we study the individualized education from the perspective of just, these can provided individualized education a new theoretical perspective.The main study methods of this article are material analysis method and material collected method. Material collected method contains documents collection and case collection.Firstly, based on the existing literature collection, author summarizes the predecessors understanding of the individualized education and education justice, then the author herself understanding of these two concepts.Then, on the basis of understanding the concept of individualized education and education justice, to explain the inherent relationship between education justice and individualized education, the basic requirement of individualized education under the vision of education justice is "just theory" as the basis, the conditions "respect for differences" ," just theory "as the basis, that is, Western Ancient fair to the West in modern theory and Rawls, Nozick’s theory of justice as a basis, "respect for differences" as a condition that is thinking of Confucius and Mencius in ancient China, Western post-modern thinking, based on the theory of multiple intelligence concept of the difference condition. To realize individualized education promote the development of education justice. Contacting the close relationship between the two is the "public rational quality." It is the result of personalized education, and also it is the spirit bond which linked to the individual and society, the individuals through "public rational quality" to promote social justice, educational justice.Then illustrate the performance and Genesis which affected the individualized education from the concept of educational purpose and models, knowledge, culture and curriculum, teachers, the teaching environment.For the concept of educational purpose, from the perspective of Chinese traditional culture it illustrate in the past, it shadowed the individual students, and multicultural education is that the education which returning to the individual itself.The traditional education model treats learners as a constant, and individualized education model treats learners as a variable. Illustrating from the perspective of knowledge and curriculum, culture and the curriculum that "courses" as a vector, in the process of teaching, how it obscured a student’s personality. About two factors of teachers and the teaching environment, take observation in the process of the classroom, to witness some teaching injustice. The expectations of teachers have influential on achievements of students, at the same time, the expectations of teachers in the classroom will affect the equality of opportunity. This is because the teachers who have different expectations will have different acts associated with it, their different behavior may affect different students, so that students would have been possible in accordance with the expectations of the way done. The selectivity on teachers contacts and in the imbalance of student exchanges opportunities, there is a big difference between the teachers and students exchanges because of students academic achievement, social status, in classes whether take charge of different positions and. While this series of unjust acts precisely the reasons that individualized education can not be truly implemented.Finally, under the guidance of education just thinking, it put forward theobjective of individualized education--Individuality development, it concerns theindividual lives, the development of individual lives has "unlimited possibilities" and the development of individual lives with uncertainty; the principle of individualized education is that adaptability principle, autonomy principle, positive differentiation principle, as well as put forward the implementation strategy of individualized education.更多还原