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Criticism And Construction Of Class Culture

Posted on:2010-12-07Degree:DoctorType:Dissertation
Country:ChinaCandidate:G W PanFull Text:PDF
GTID:1117360275999018Subject:Curriculum and pedagogy
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At the end of the 20th century, the 8th curriculum reform took place in our country. As the reform encountered existing class and the classroom life, the collision between them also began. In this process, some problems hiden in the class teaching are exposed. The practical fate of the curriculum reform is determined by the way we consider the problems and advance the solutions to them theoretically. The activity of instruction is a kind of discussing one in which new ideas and thoughts are coming into being by the dialogue between teacher and students. Class culture is a kind of culture in which dialogue is happening between teachers and students in the environment of class material condition, syrtem, belief and value. Theoretically speaking, the spiritual dialogue between tearcher and students in the environment according to the dialogue ethics should not be spiritual controlling but rationality enlightenment and piritual liberation. This paper deals with the dissimilation of the class culture's function from rationality enlightenment, piritual liberation to spiritual controlling in the perspective of the culturology, and puts forward some constructive strategies.This thesis consists of eight parts as the following:Part One: Introduction. It clarifies the main problem in this research and answers the importance of this study in theory, related research literatures are collected and analyzed so as to find the breakthrough and briefly introduces the plot of this research.Part Two: Cultural perspective of the class. On the stand of culturology, this part gives a cultural perspective to the class culture from the viewpoint of class teaching and class environment in order to answer the question: what kinds of culture phenomena exist in the class? The perspective of class teaching mainly includes teacher and students'cultural prints, consideration of teaching objectective's value rationality, sellection and attitute of knowledge and its fate in class, cultural reason of hidden of value judgement in teaching evaluation. The perspective of the class environment includes cultural and psychological effect of the arrangement of class spatial -temporal, principle and liberty in class, formal and informal class system, belief and value of class.Part Three: Ontological discussion of class culture. This part deals with the essence, feature, structure and function of class culture from such dimentions as synchronic and dychronic, stative and dynamic in order to answer the ontological questions what class culture is and how it changes in its history. The conclusions are reached as following: class culture which is a collection of teahing activity and supporting material condition, class's system, belief and value is a kind of culture in which teacher and students meet together spiritually, spiritual emancipation and bondage are its results; dualism and dynamics; adherence and retention are the features of class culture; its structure includes class teaching culture and class environment culture. The former includes the culture of class teaching subject, object, content and evaluation. The latter includes the culture of class material, system and spirit. It functions to change the state of the individual, to spread and innovate knowledge.Part Four: The dissimilation of class culture and its reflection. The dissimilation of class culture is that the function of class culture changes from rationality enlightenment to spiritual control, which comes true by the way of idea instillation and class rewards and punishment. The reason lies in the following: the tradition of spiritual unification; political tendency of the school education; the monopolization of the knowledge; dogmatism of knowledge preaching; utilitarianism-oriented teaching evaluation.Part Five: theoretical basis of the construction of class culture. This part deals with the problem of what kinds of theories can be used as the basis to the construction of class culture in order that the function of the class culture can return to spiritual enlightenment from spiritual control. The conclusion is theory of "one-dimension", theory of "cultural hegemonism" and ecological ethics which are the theoretical tool to realize the problem of the dissimilation of class culture and theoretical basement to construct of class culture.Part Six: Realistic basis of the construction of class culture. This part deals with the problem whether the construction of class culture comes to a critical point in reality. Conclusion is drawn that the construction of class culture has to be constructed. This is determined by the contradiction between the cultural feature of class teaching reform and the cultural feature of the existing class culture.Part Seven: The construction of class culture. It is the last problem discussed in the paper how to construct the class culture. The conclusions are reached: emphasizing practical wisdom in teaching object; establishing relation between teacher and students on mutual beneficial, equal, friendly and intimate basis; emphasizing the teaching process on equal dialogue and construction on students' own; stressing on ability and innovation in teaching evaluation; respecting individual's right in class group culture; seeking difference and allowance in class atmosphere; establishing the class system on the principle of "possessing together, enjoying together and managing together".Part Eight: Conclusion. The importance to study the class culture dissimilation is explained in this part in the background of the current Chinese society. New direction for further research is also proposed in this part.
Keywords/Search Tags:class culture, instruction, spiritual control, rationality enlightenment, constructional strategy
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