摘 要
王守仁是明朝著名的哲学家、教育家。作为明代儒家讲学运动的著名代表和领袖人物,讲学是其一生志趣之所在和事业之中心。二十余年的讲学生涯,是王守仁保持思想活力、推动学说发展的源头活水。在长期的讲学实践中,他积累了丰富的教学经验,形成了其独特的教育思想。尤其是他关于儿童教育的观点,更有其独到之处。王守仁认为儿童时期正处在一个重要的发展时期，儿童的精力、身体、智力等方面都在发展过程中，即所谓“精气日足，筋力日强，聪明日开”。因此，教学必须考虑到这个特点，儿童的接受能力发展到何种程度，便就这个程度进行教学。同样，如果不顾及儿童的实际能力，把大量的高深的知识灌输给他们，就像用一桶水倾注在幼芽上把它浸坏一样，对儿童毫无益处。同时，王守仁还认为儿童教学“授书不在徒多，但贵精熟”。因此，教学应该留有余地，“量其资禀能二百字者，止可授以一百字”，使儿童“精神力量有余”，这样他们就“无厌苦之患，而有自得之美”，不会因学习艰苦而厌学，而乐于接受教育。
王守仁的儿童教育思想，虽其目的是为了向儿童灌输封建伦理道德，即所谓“今教童子，惟当以孝、弟、忠、信、礼、义、廉、耻为专务”，但他反对“小大人式”的传统儿童教育方法和粗暴的体罚等教育手段，要求顺应儿童性情，根据儿童的接受能力施教，使他们在德育、智育、体育和美育诸方面都得到发展等主张，反映了他教育思想的自然主义倾向。王守仁的这些教育思想, 对中国封建社会后期以及近代的教育思潮产生了重大影响。他的儿童教育思想是其教育思想体系中最精彩的部分,其成就在中国古代教育家中实属罕见,许多内容今天仍不乏现实意义。如果我们能够批判地继承王守仁教育思想的精华,摒弃其中的糟粕,那么我们的教育水平更上一层楼,为创造和谐社会提供精神动力和文化支持。
关键词： 王守仁； 教育思想； 儿童教育观； 现代教育
ABSTRACT
Wang Shouren is a famous philosopher, educator in Ming dynasty. As the Ming
Dynasty Confucian teaching movement known as representative and leader, lectures of his life is where the interests and career center. More than twenty years speaking career, Wang Shouren keep vitality, promote the development of the theory of springhead. In the long-term teaching practice, he accumulated a wealth of teaching experience, has formed its unique educational thinking. Especially about his children's education, has its one's own knack in. Wang Shouren believes that children are at an important period of development, children's energy, intelligence, physical and other aspects in the development process, the so-called \of term, based on strong, smart, open\Therefore, teaching must take into account this characteristic, children's receptive skills development and to what extent, on the level of teaching. Similarly, if regardless of the child 's actual ability, put a lot of profound knowledge to them, like a bucket of water into the bud dipped it bad, no benefit for children. At the same time, Wang Shouren also think that children teaching\award book not in the acts, but your mastery\Therefore, education should leave adequate leeway\amount of its intrinsic to two hundred characters, only can be delegated to the one hundred words,\make\spirit children more\insatiable suffering patients, and has his beauty\not due to learn hard and weariness, and willing to accept education.
Wang Shouren's Thoughts on children education, although its purpose is to indoctrinate children with feudal ethics, the so-called\, but when to filial piety, loyalty, faith, brother, propriety, righteousness, cheap, being a specialist\but he was opposed to\little adult\of traditional children's education method and harsh corporal punishment education means, responsive to the child's temperament requirements, according to the child 's ability to accept education, moral education, intellectual education, so that they are in physical education and aesthetic education various aspects to obtain the development ideas, reflects his educational thought of naturalism. Wang Shouren's thought of later stage of feudal society in China, as well as the modern education thought has exerted a great influence on. His thoughts on
children's education is the education system in the most exciting part, its achievements in ancient Chinese educator is rare, many elements of today still lack practical significance. If we can inherit the essence of Wang Shouren's educational thinking, including the dross, so our education level can strive for further improvement, in order to create a harmonious society to provide spiritual impetus and intellectual support.
Key Words: Wang shou ren; Thought of Education; Children education;
Modern education
目 录
第1章 绪论........................................................ 1
1.1本课题研究的背景及意义 ........................................ 1
1．1．1研究背景 .............................................. 1 1．1．2理论意义与现实意义 ................... 错误！未定义书签。 1．2我国现阶段教育中存在的问题 ................. 错误！未定义书签。
1．2．1 过分溺爱 ............................ 错误！未定义书签。 1．2．2忽视非智力因素的培养 ................. 错误！未定义书签。 1．2．3 物质刺激 ............................ 错误！未定义书签。 1．2．4应试教育 ............................. 错误！未定义书签。 1．3本课题的研究内容 ........................... 错误！未定义书签。
第2章 王守仁儿童教育观形成的基础 .............................. 6
2．1王阳明生平简介 ............................. 错误！未定义书签。 2．2王守仁的讲学活动 ........................... 错误！未定义书签。
2．2．1讲学是王阳明平生事业的重心之所在 ..... 错误！未定义书签。 2．2．2 王阳明的讲学经世观念 ................ 错误！未定义书签。 2．2．3 王阳明讲学的形上理念与社会教化使命 .. 错误！未定义书签。 2．3 王守仁的政治主张和哲学思想 ................. 错误！未定义书签。
2．3．1政治主张 ............................. 错误！未定义书签。 2．3．2哲学思想 ............................. 错误！未定义书签。
第3章 王守仁的儿童教育观的内容及其教育思考 ................. 14
3．1 王守仁的儿童教育观的内容 .................. 错误！未定义书签。
3．1．1 儿童教育之目标—明人伦 .............. 错误！未定义书签。 3．1．2儿童教育之内容一一全面诱导 ,不执一偏 . 错误！未定义书签。 3．1．3 儿童教育之核心思想—顺导性情 ........ 错误！未定义书签。 3．2对王守仁儿童观的教育思考 ................... 错误！未定义书签。
3．2．1教育的本质在于引导儿童完满人格的建构。 错误！未定义书签。 3．2．2重视儿童期 使儿童真正成为教育的主体。 错误！未定义书签。
3．2．3关注儿童的生活世界 在实践中培养儿童的美好品德错误！未定义书签。
结 语.............................................. 错误！未定义书签。 参考文献 .......................................... 错误！未定义书签。 致 谢.............................................. 错误！未定义书签。