王阳明与朱熹童蒙教育思想之比较

论文编号:LS177  论文字数:12870,页数:15
王阳明与朱熹童蒙教育思想之比较
 
 摘要
 
 王阳明和朱熹都一贯重视童蒙教育，对传统的儿童教育提出了改革的主张，虽然二者的目的都是为了灌输封建伦理道德，维护封建统治，但他们强调的童蒙教育必须以德育为先，顺应儿童的性情，考虑儿童差异性进行因材施教、循序渐进，使儿童乐于接受教育。由于二者生活在不同的时代和有着不同的道德修养方法，其童蒙思想也表现出差异的方面：王阳明强调自求自得、独立思考的“身心”的修养，朱熹则强调“读书穷理”，注重学生的知识训练、经学、史学的学习；在教学内容上，朱熹主观上重视多种教学形式来启发学生，重视儿童心理特征，而在实际教育过程中却只是道德的灌输和条规的制约。而王阳明为儿童安排了动静搭配、体脑交叉的教学程序却真正做到了充分注意儿童的兴趣和心理特征来施教的原则；在具体的教学方法上，朱熹是从历时的层面将教育对象的年龄特征纳入自己思考的范畴的话，而王阳明则是从共时的层面注意到教育对象的多样性和复杂性。虽然朱熹、王阳明的童蒙教育思想带有时代与阶级的烙印，具有不可避免的局限性，但其中那些闪光的部分对当前的婴幼儿的早期智力开发、幼儿教育、独生子女教育和素质教育提供了一定的思想资源与启示，对当代教育有很好的借鉴作用。
 
关键词：王阳明  朱熹  童蒙教育思想  比较  启示
 
 Wang yangming and Zhu Xi childish ignorance educate
 comparison of thought
 
Abstract：Both Wang yangming and Zhu Xi take childish ignorance education seriously all along, have brought forward the view reforming to the tradition education for children, though first , second purpose all is for instilling feudalism ethics morality , defending the feudalism ruling , temperament the childish ignorance that they emphasize must be to conform to children first , with moral education as educating but, thinks that the children difference is in progress teaches students according to their aptitude , advances gradually in due order , makes children be happy to accept education. Because of method , the person childish ignorance living in different times and having different morality accomplishment first , second, thought also shows the difference aspect: Wang yangming emphasizes that self seeks the self-satisfied , of an independent mind "body and mind" accomplishment , Zhu Xi emphasizes "to read a book mobilizing studying paying attention to " , attaching importance to student's knowledge training , study of Confucian classics , the science of history then; On content of courses, Zhu Xi takes the characteristic , taking infantile psychology seriously to come to enlighten a student various teaching form seriously on subjectivity, but is only the morality instilling into and the gauge restraint in the process of actual education but. Come but Wang yangming to execute the principle teaching interest and psychological characteristics having laid on astiring sound collocation for children , having experienced and observed cross brain teaching procedure but having achieved really paying attention to children sufficiently; On concrete teaching method, Zhu Xi is secondary last for the age characteristics will educate a marriage partner face to face tier is brought into self the category thinking deeply that's words, but Wang yangming is diversity and complexity paying attention to arriving at the education marriage partner from synchronic tier of face then. But have inevitable limitation though Zhu Xi , Wang yangming's childish ignorance educate thought as well as brand having times and class among them, those flicker parts educate to early phase development of intellectual resources , infant of current baby infant , the only child education and quality educate an effect to have provided certain thought resource having very good drawing lessons with the enlightenment , to the present age education.
Key words：  Wang yangming    Zhu xi   Childish ignorance education  Comparison
 Enlightenment
 
目录

引言．1
文献综述．1
研究方法．2
讨论与分析．3
一、朱熹、王阳明生平及童蒙教育思想．3
 1.朱熹生平及童蒙教育思想．3
 2.王阳明生平及童蒙教育思想．4
二、朱熹、王阳明童蒙教育思想的共同观点．5
 1.主张教之以事，习练立基．6
 2.主张因材施教，不可躐等．7
 3.注重儿童性情，培养儿童学习兴趣．8
 4.童蒙教育思想都存在政教不分的特点．9
三、朱熹、王阳明童蒙教育思想的差异．9
 1.道德修养方法不同．9
 2.在教学内容上，教育形式、程序不同．10
 3.在具体的教学方法上，二者也有着细微的差别．10
四、朱熹、王阳明童蒙教育思想的启示．11
 1.重视德教为先的教育理念．11
 2.因材施教、激发兴趣，有效开展儿童教育．13
 3.坚持“养教结合”思想，端正独生子女家庭教育观念．14
 4.坚持以人为本的原则，注重学生素质综合发展．14
结论．14
参考文献．15

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