| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，俄语论文网站，内容请直接查看目录。） 本论文踏着汗青的萍踪,捉住俄罗斯教导汗青成长的三个量变点,旨在经由过程对沙皇俄国时期“欧化”教导改造、苏联时代“苏维埃化”教导改造和现代俄罗斯“欧化”教导改造的研究,提醒出俄罗斯汗青地构成的“狂风骤雨式”和“扭捏式”教导改造形式,在此基本上,剖析俄罗斯这两种教导改造形式的表示特点,略论构成这两种教导改造形式的汗青与文明身分和深层缘由。本论文将古代化语境下的俄罗斯教导的汗青分为三个时代,即沙皇俄国时代、苏联时代和现代俄罗斯时代。在这三个汗青时代,社会改造作用并制约着教导改造,是以,俄罗斯的每一个汗青时代的教导改造好像其社会改造一样,出现出“狂风骤雨式”和“扭捏式”特点。那末,俄罗斯“狂风骤雨式”与“扭捏式”教导改造形式是若何发生的?这是本论文要研究的焦点成绩。本论文分为六个部门,包含绪论和注释五章。论文的前三章依据对俄罗斯教导改造的分期,分离对沙皇俄国时代、苏联时代和现代俄罗斯时代三个阶段教导改造的社会状态和教导改造状态停止论述。对每一个汗青时代教导改造的指点思惟及改造办法停止了归结和总结。比较每一个时代的改造前后,凸起其改造的个性特点“狂风骤雨式”。俄罗斯的教导改造,还表示出文明上的“扭捏式”特点。论文的第四章和第五章对俄罗斯教导改造的“狂风骤雨式”和“扭捏式”形式停止深条理的略论。第一章阐述的是沙皇俄国时期的“欧化”教导改造。沙皇俄国时代,彼得年夜帝改造前的教导极端落伍,因为商人们急切请求与西欧互市,俄国急需出海口,为了扩展边境、壮大俄国,彼得年夜帝把富国强兵作为社会改造与教导改造的目的寻求。封建农奴制和君主独裁是其时封建轨制的重要内容。农奴制经济延续的同时,涌现了本钱主义经济的萌芽。沙皇俄国的“欧化”教导改造重要表示为完成了世俗教导和教导权力对等。彼得年夜帝和叶卡捷琳娜二世的改造开端实行世俗教导和平易近众教导,开启了俄罗斯的教导古代化。第二章阐述的是苏联时代的“苏维埃化”教导改造。本章起首概述了十月反动前沙皇俄国处于阶层抵触、平易近族抵触日趋尖利的动乱社会,其教导的凸起特点是品级制和双制度。列宁引导俄国无产阶层运用第一次世界年夜战所带给俄国的有益反动机会,经由过程暴力反动的手腕,树立了实行无产阶层专政的新型的社会主义国度。为了造就社会主义新人,苏维埃当局将共产主义品德教导思惟、个人主义教导思惟和休息教导思惟作为“苏维埃化”教导改造的重要指点思惟。无产阶层在批评资产阶层教导的同时,提出了苏维埃教导学,树立了同一休息黉舍。第三章阐述的是现代俄罗斯的“欧化”教导改造。本章起首阐述了苏联崩溃前的社会主义改进状态,论述了俄罗斯开国早期否认苏联政治体系体例的“欧化”转型和由筹划经济到市场经济的经济体系体例“欧化”转型。俄罗斯“欧化”教导改造的指点思惟是教导的“社会化”和“公有化”。因办学主体多元化、资金投入多源化、教导准绳特性化、教导治理平易近主化,叶利钦时代的教导改造表示为显著的“欧化”偏向。第四章和第五章是本论文的重点。这两章从汗青的和文明的视角剖析了俄罗斯教导改造的两种形式“狂风骤雨式”和“扭捏式”的特点及其成因。第四章剖析了俄罗斯汗青地构成的“狂风骤雨式”教导改造形式的特点;沙皇俄国时代开启了教导古代化;苏联时代树立了社会主义教导系统;现代俄罗斯履行了有俄罗斯特点的教导古代化。从成果上看,每个时代的教导改造都是推翻性的,是对前一时代教导体系体例的否认,从新树立一个新的教导体系体例;从进程上看,这类教导改造是自上而下履行的“狂风骤雨式”。本章从三个方面临俄罗斯“狂风骤雨式”教导改造形式发生的缘由停止了剖析引导层的集权认识;平易近族的年夜国认识;平易近众的服从认识。第五章剖析了分歧汗青时代俄罗斯“扭捏式”教导改造形式的道路特点沙皇俄国时代从“西方”到“东方”的教导改造道路;苏联时代的“反欧化”教导改造道路;俄罗斯“欧化取向”的教导改造道路。在此基本上,本章从客观和客不雅身分两方面剖析了俄罗斯“扭捏式”教导改造形式发生的文明身分好走极真个平易近族特征;扭捏不定的文明归属。 Abstract: The marching history footmark, caught the Russian teaching the development history of the three quantitative point, aimed at through the tsar "Europeanization" teaching transformation, Soviet era "Sovietization" teaching reform and modern Russian "Europeanization" education reform research, to remind the Russian history constitute the "Tempest" and "tweaking" teaching reform and, on this basis, analysis of Russia, the two teaching transformation in the form of the said characteristics, analysis the two education transformation in the form of history and civilization identity and deep cause. In this thesis, the history of Russian teaching in the ancient context is divided into three times, namely, the Russian era, Soviet era and modern times. In the era of history, transformation of social influence and restrict the education reform is to Russia every historical epoch, the education reform as if the social transformation, "Tempest" and "tweaking" characteristics. At the end, the Russian "Tempest" and "tweaking" teach transformation form is how to produce? This is the focus of study results. This paper is divided into six parts, including introduction and five chapters. The first three chapters of the thesis are based on the stages of Russian teaching reform, and the separation of the social status and teaching reform of the three stages of the Russian era, Soviet era and modern times. The teaching reform of the guiding ideology and the transformation of every historical era to stop the sum up. Before and after the transformation of every age, personality type "raised its transformation of the wild storms". Education reform in Russia, also said that the "tweaking" civilization characteristics. The fourth chapter and the fifth chapter of Russian education reform of "Tempest" and "tweaking" form to stop the deep-seated analysis. The first chapter is about the Tsar's "Europeanization" teaching reform. In czarist Russia, Peter Nianye transformation of the teachings of the extreme left behind, because businessmen eager requests trade with Western Europe and Russia urgently needs access to the sea, in order to expand the border, expansion of Russia, Peter Nianye to fuguoqiangbing as social transformation and education reform to seek. The feudal system of feudal and autocratic monarchy was an important part of the feudal system at that time. At the same time, the economic continuity of the ownership of the economy, the emergence of the budding capitalist economy. The czar of Russia's "Europeanization" teaching reform important representation for the complete secular teachings and teachings of power equivalence. Peter Nianye and Catherine II's transformation began implementation of secular teachings and public education, opened the Russian teaching modernization. The second chapter describes the Soviet era of "Soviet" teaching reform. This chapter provides an overview of the first before the October Revolution, Tsar of Russia in class conflict, ethnic conflicts increasingly sharp social unrest and teach the outstanding characteristic is the grade system and dual system. Lenin led the Russian no middle class applications for the first time the world wars brought to Russia beneficial reactionary opportunity, through the process of reactionary violence wrist, set up the implementation of no middle class dictatorship of the new socialist country. In order to bring up the new socialist, the Soviet authorities put the Communist moral education thought, the individualism teaching thought and the rest teaching thought as the important guiding ideology of the "Soviet" education reform. The proletariat in criticism of bourgeois teachings at the same time, put forward the Soviet education, set up a school with the rest. The third chapter is about the modern Russian "Europeanization" teaching reform. This chapter first describes the socialism before the collapse of the Soviet Union improved state, discusses the Russian founding early denied the Soviet political system of "Europeanization" transformation and from planning economy to the market economy economic systems "Europeanization" transformation. The guiding ideology of the Russian "Europeanization" of education reform is to teach the "social" and "public". Because of the diversification of school running, capital investment of multi-source, teaching principle characteristics, teach governance plain near the main of, the Yeltsin Era of education reform said significant "Europeanization" bias. The fourth chapter and the fifth chapter are the key point of this thesis. This chapter from the perspective of historical and cultural analysis of the Russian education reform of two forms of "Tempest" and "tweaking" characteristics and their causes. The fourth chapter analyzes the "Tempest" in Russian history teaching reform; Czarist Russia opened the ancient teachings; Soviet era and establish a socialist education system; modern Russia fulfilled with Russian characteristics of the teachings of the ancient. As a result, in every age, the education reform are to overthrow the, is denied the system style of a previous era instruction, from the new set up a new style of teaching system; from the point of view of the process, this kind of education reform is from top to bottom to fulfill the "Tempest". This chapter from the three aspects of Pro Russian "Tempest" teaching reform and causes analysis of the guiding layer of centralization of state power of understanding; understanding of the peoples of the eve of the country; plain nearly all obey. The fifth chapter analyzes the differences of history and history of Russia 目录: |
