【作者】 常淑芳；

【导师】 王卫东；

【作者基本信息】 广州大学 ， 教育学原理， 2008， 硕士

【摘要】 学习价值观是教育理论中的一个重要课题,也是当前建构学习型社会所必须厘清的一个现实问题。然而,目前人们对这一问题尚缺乏较系统的探讨。基于上述原因,本文尝试对学习价值观的概念、制因、意义、历史变迁以及学习型社会应确立的学习价值观等问题进行初步的探讨。本文认为,学习价值是指学习作为社会系统中的一种客体,对个体主体和社会主体的发展需要的一定满足(适合、一致、促进等);学习价值观是在一定的社会历史条件下,主体(包括个体主体和社会主体)对学习与自身发展需要和利益关系所形成的稳定的观点、看法和态度。其基本内涵包括三个方面:其一,从学习价值观的主体角度考虑,学习价值观包括个体的学习价值观和社会的学习价值观,两者不能相互取代;其二,学习价值观至少包括两个方面的内容,即学习的本体价值观和学习的工具价值观;其三,学习价值观不仅包含对当前学习价值关系的认识,还包括对未来学习价值观关系的认识。学习价值观的特点主要表现为社会历史性、相对稳定性、主体差异性、规范性等,它的形成和发展受到社会历史背景、主体的学习需要、知识发展水平、主体对知识和主体需求之间构成的价值关系的意识水平(包括正确认知和评价)等方面因素的制约。学习价值观的意义主要体现为对学习活动具有导向作用;对学习实践活动具有动力作用;在人的身心发展方面具有调控作用。在人类历史上,学习价值观经历着不断的变化。原始社会的主流学习价值观是为了生存而学习;农业社会的主流学习价值观是为了政治而学习;工业社会的主流学习价值观则是为了经济而学习。在当下的学习型社会中,人们的学习活动在学习主体、学习目的、学习内容等方面发生了很大变化,这些变化促使着人们的学习价值观也发生了转变,主要表现为为了发展而学习。这种学习价值观的基本内涵是:学习成为一种生活方式;学习是生活的目的:学习是学习者的主动性、积极性、创造性得以保护和发展的过程;学习的本质是学生的身心得以全面发展的过程;学习的过程也是培养主体(包括个体主体和社会主体)学习能力的过程。学习型社会的建设应以这种学习价值观为指导,着力培养人的主体性,一切以人和社会的可持续发展为根本目的,只有这样才能实现学习型社会的健康发展。更多还原

【Abstract】 The sense of learning value is one important topic of education theories, and is also a realistic problem in constructing learning-based society at present. However, the more systematic exploration on this topic is still lacking. This paper tries an initial exploration on the conception, cause, significance, historical transition and the sense of learning value that should be built in learning-based society.This paper holds that the value of learning, which refers to learning, as an object of social system, satisfies the development of the individual-subject and the society-subject to some extent (accordance, agreement and facilitation, etc.); The sense of learning value is that, under certain society historic conditions, the subject (the individual-subject and the society-subject) forms the steady viewpoint, opinion and attitude to the learning and the requirement of self-development and benefit relations. The three fundamental contents are as follows: 1st, from the subject perspective of the sense of learning value, the sense of learning value contains the individual and the society values of learning, which both can’t be substituted; 2nd, the sense of learning value at least contains two sides which are the identity, the value of learning and the tool, the value of learning; 3rd, the sense of learning value not only contains the recognition of the current value of learning but also the recognition of the future value of learning. The main characteristics of the sense of learning value are social historical nature, relative steady nature, subject diverse nature, normativity etc. The social historical background, the learning requirement of the subject, the developmental level of the knowledge, the consciousness level (correct cognition and evaluation are included) of the value relationship from the subject towards knowledge and the subject requirement, etc. constrain the formation and development of the sense of the learning value. The main significances of the sense of learning value are that it directs the learning activities, motivates the learning activities and moderates the development of the people’s body and soul.The sense of learning value changes constantly in the history of human beings. The mainstream sense of the learning value in ancient society was learning for living; the mainstream sense of learning value in agricultural society was learning for politics; the mainstream sense of learning value in industrial society was learning for economy. In current learning-based society, the learning activities change a lot in the subject of learning, the purpose of learning, and the content of learning, which changes the people’s sense of learning value in current society that is learning for development. The fundamental contents of this sense of learning value are as follows: learning as a kind of lifestyle; learning as the purpose of living; learning as the protection and development process of the learner’s activeness, initiative, and creativeness; learning as the all-round development process of the learner’s body and soul; learning as the process of cultivating the subject’s learning abilities (the individual-subject and the society-subject). The construction of the learning-based society should be guided by this sense of learning value, put all efforts to cultivate the learner’s subjectivity, and purport for the substantial development of the learner and the society. Only in this way can the healthy development of the learning-based society be realized.更多还原