I 博士研究生学位论文 题目: 表扬与批评的意义 ——教育现象学的视角 姓 名: 朱光明 学 号: 10567801 院 系: 教育学院 专 业: 教育学原理 研究方向: 课程与教师教育 导师姓名: 陈向明教授 二 00 八 年 六 月 II 用“心”写的文章,用“心”读 用“心”写的文章,用“心”读 ——题记 “教,上所施,下所效也;育,养子使作善”。 “教,上所施,下所效也;育,养子使作善”。——许慎 “一阴一阳之谓道” “一阴一阳之谓道”——老子 “真正的哲学在于重新学会看世界” ——梅洛—庞蒂 “宁可跟着柏拉图犯错,也不与那伙人一起正确” ——西塞罗 1内容概要 本研究从具体的教育情境出发,以现象学的态度和方法,通过多种途径收集资料,对孩子们日常交往中的表扬、批评现象(体验)进行了详细的描述和深入的分析,揭示了表扬、批评对孩子们生存和成长的意义,并在此基础上对表扬、批评现象进行教育反思。 论文首先展示了孩子与成人生活当中的表扬与批评现象。文章通过日常生活中的熟悉场景和画面,引出表扬与批评的话题,然后把话题集中在表扬、批评现象存在的两个主要领域:习惯和学习,以及与学习相关的两个主要话题——作业与考试。这些情境表明,表扬、批评体验是孩子成长过程中最普遍的现象,它们与孩子们的成长密切相关。 随后,论文揭示了表扬的意义。孩子们都渴望表扬,渴望表扬与他们渴望被看见(存在),渴望被肯定(认同),渴望被重视(地位),渴望被关爱(亲密)等生存体验直接联系在一起。同时,表扬与孩子们的自我成长密切相关。表扬使得孩子们的心灵得以敞开,从而能够接受教育影响;表扬让他们从中发现一个积极、能干的自我,因此也有了品味自己的机会。同时,研究还发现,孩子在表扬中也可以超越自我。事实上,只有经历表扬,他们才能更好地超越自我。在对孩子们表扬体验描述、分析的基础上,论文对表扬的教育学特征进行了深入的思考,认为表扬是教育者对孩子们的一种给予,同时也是一种指引,其背后蕴含的是对孩子的真正理解,即欣赏的态度。 接着论文对批评现象进行了描述、分析,揭示了批评对孩子们成长的意义。孩子都害怕批评,这种怕是孩子们在世界中体验他人和自我关系的一种基本形式,是他们成长的形式。批评体验对孩子们的成长意义是复杂的。论文通过各种主题展示他们面临批评时的种种体验,分析了批评对他们成长的意义。文章还从“批评”词源和生活实际出发,揭示出教育者批评孩子的合理性根源在于教育关系、权威的存在以及在二者基础上的教育意识。文章还从批评的教育意义出发提出了一种走向教育学批评的可能性途径。 最后,论文对表扬与批评之间的关系进行了探讨,认为二者的共同点在于,表扬与批评都是教育,是教育的具体展现形式;二者的不同之处在于,表扬与批评是不同的教育形式,是教育者在理解和把握孩子基础上的实践选择,因此表扬、批评既是教育,但又是不同的方法。表扬与批评作为教育和方法不是分离的,它们同时在场,共同构成一种视域关系,二者处于一种背景和前景的关系之中。 关键词:现象学 表扬 批评 体验 教育与方法 2 The Meanings of Praise and Criticism —— A Perspective of Pedagogical Phenomenology Zhu Guangming Major Education Directed by professor Chen Xiangming Abstract: Starting from specific pedagogical situations, this thesis describes and analyzes the phenomena of praise and criticism that children experience in their daily life, which reveals the meaning of praise and the criticism for their being and growing up from the perspective and approach of phenomenology, and further reflects on the pedagogical significance of these phenomena. Firstly, the thesis displays the phenomena of the praise and the criticism in everyday life. Beginning with the familiar situations and scenes, the thesis leads to the topics of the praise and the criticism, and then shifts to habit and study, two domains where praise and criticism exist, and the topics relating to study----assignments and exams. What these situations manifest is that praise and criticism are the most common phenomena in the becoming of the children and have bearing on their growth. Then the thesis describes and analyzes the meaning of the praise. Every child desires to be praised, which is connected with children’s experiences of existence such as being seen, being recognized, being accounted for somebody and being cared for. At the same time, praise is closely related to with their self-fulfillment. Praise helps to open children’s heart so that they could be affected to accept pedagogical influence. It also enables them to experience their abilities and find positive and talented selves so that they have the chance to know and fulfill themselves. In the research it is found that children could also transcend themselves in praise and in fact they could only do so by experiencing praise. Based on the description and analysis of their experiencing praise, the thesis further reflects the pedagogical essences of praise and takes the praise as a kind of gift of giving and a kind of direction, which are based on the understanding of children, that is an attitude of appreciation. After that the thesis describes and analyzes the children’ experience of criticism, displaying its meaning in their growth. Children are afraid of criticism, which is the basic form of growing up and experiencing others and their ego. The experience of criticism is complicated in terms of its impact on children’s growth. This thesis displays all kinds of experiences, such as knowing, feeling, behaving and willing and their effects on children. It also inquires the etymon of ‘piping (criticism)’ and the 3context of this kind of practice to explore the rationality of criticism that lies in the authoritative and pedagogical relation between children and adults and the pedagogical awareness underpinning it. The thesis also proposes a possible way about how criticism could be pedagogically tactful. Finally, the thesis discusses about the relationship between the praise and the criticism. Both of them are pedagogic phenomena, which are the specific rather than abstract forms of pedagogy. However, the praise and the criticism are different forms of pedagogy, which are the alternative pedagogic practice selected by the educators and based on their understanding of children. Therefore, the praise and the criticism both are pedagogic forms, but different approaches to pedagogy. The praise and the criticism, both as pedagogy and approaches, could not be separated, and they exist at the same time forging the horizon for each other: one is the background and the other is the foreground. Key words: Phenomenology /Praise /Criticism / Experience /Pedagogy and Approach 4目录 第一章 导论.....................................................................................................................................1 一、选题的故事...........................................................................................................................7 二、我的问题——兼文献述评...................................................................................................9 三、概念与情境.........................................................................................................................14 四、基本操作.............................................................................................................................18 五、方法论基础——本质直观.................................................................................................24 六、目的和价值.........................................................................................................................27 七、效度与伦理.........................................................................................................................29 八、内容与结构.........................................................................................................................32 第二章 日常生活中的表扬与批评现象.......................................................................................34 一、表扬、批评现象.................................................................................................................34 二、表扬、批评与习惯.............................................................................................................36 三、表扬、批评与学习.............................................................................................................39 四、表扬、批评与作业.............................................................................................................43 五、表扬、批评与考试.............................................................................................................47 小结 ............................................................................................................................................51 第三章 表扬的意义.......................................................................................................................52 第一节 渴望表扬.......................................................................................................................52 一、渴望被看见——存在的需要.............................................................................................52 二、渴望被肯定——认同的需要.............................................................................................55 三、渴望被重视——地位的需要.............................................................................................57 四、渴望被关爱——亲密的需要.............................................................................................59 第二节、表扬与自我.................................................................................................................61 一、敞开自我.............................................................................................................................61 二、发现自我.............................................................................................................................64 三、品味自我.............................................................................................................................66 四、超越自我.............................................................................................................................69 5第三节 表扬的教育反思...........................................................................................................71 一、“表扬”的语义探究...........................................................................................................71 二、表扬是给予.........................................................................................................................72 三、表扬是指引..................................