人性化教育思想历史发展述评
|
摘要
人性化教育思想经历了一个较长的历史发展过程。尽管中西方划分历史发展阶段的标准不一,却可以将人性化教育思想放在一起进行对比研究。上古时期西方的人性化教育思想遵循自然发展的尺度,中国的人性化教育思想呈自然发展和压抑并存状态,但总体向善发展。中古时期西方的人性化教育思想经历了从原罪、赎罪到张扬人性的过程,中国的人性化教育思想总体上受到压抑,并伴随出现一定程度的人性闪光。近代时期西方的人性化教育思想闪耀着光芒,中国人性化教育思想也在逐步复苏。现代时期西方人性化教育思想历经涵育并达至高峰,中国的人性化教育思想研究亦出现新的高度。
Humanized educational thought has experienced a long development process. Although the standards of dividing the historical development stage between China and the West is different, and a comparative study on humanized educational thought can still be made between them. In ancient times, the thought in the West developed naturally, but in China it was in a mix of both natural development and repression, and meanwhile towards the good as a whole. In the middle ancient period, the western thought experienced the process from sin, and atonement to human nature display. On the whole, the thought in China was suppressed, but accompanied by a flash of human nature awakening. In modern times I(1840-1949), the western thought shined brightly, and the Chinese thought was also gradually reviving. In modern times I I(1949-now), the western thought has reached the peak after cultivation, and the research of the thought in China has also come to a new height.
Humanized educational thought has experienced a long development process. Although the standards of dividing the historical development stage between China and the West is different, and a comparative study on humanized educational thought can still be made between them. In ancient times, the thought in the West developed naturally, but in China it was in a mix of both natural development and repression, and meanwhile towards the good as a whole. In the middle ancient period, the western thought experienced the process from sin, and atonement to human nature display. On the whole, the thought in China was suppressed, but accompanied by a flash of human nature awakening. In modern times I(1840-1949), the western thought shined brightly, and the Chinese thought was also gradually reviving. In modern times I I(1949-now), the western thought has reached the peak after cultivation, and the research of the thought in China has also come to a new height.
引文
[1]胡朝阳.论人性化教育[D].华中师范大学硕士学位论文,2005:8,9,12.
[2]扈中平.现代教育学(第三版)[D].高等教育出版社,2010,11:19.
[3]陆东风.传习录—一本书读懂阳明心学(文白对照全译本)[M].北京:中国华侨出版社,2013.9:411.
[4]卢梭著.李平沤译.爱弥儿[M].北京:商务印书馆,1996:46.
[5]邹进.现代德国文化教育学[M].太原:山西教育出版社,1992:62.
[6]卡尔·雅斯贝尔斯著.邹进译.什么是教育[M].北京:生活·读书·新知三联书店,1991:4.
[7]邹进.现代德国文化教育学[M].太原:山西教育出版社,1992:71.
[8]高叔平.蔡元培全集(第四卷)[M].北京:中华书局,1989:177.
[9]高叔平.蔡元培全集(第三卷)[M].北京:中华书局,1989:174.
[10]麦克尼尔,施良方.课程导论[M].沈阳:辽宁教育出版社,1990:4.
[11]扈中平.人是教育的出发点[J].教育研究,1989,(8):33.
[12]扈中平.教育的最高目的是把人培养成社会历史活动的主体[J].教育研究与实验,1994,(2):17.
[13]冯建军.生命与教育[M].北京:教育科学出版社,2004:136-137.
[2]扈中平.现代教育学(第三版)[D].高等教育出版社,2010,11:19.
[3]陆东风.传习录—一本书读懂阳明心学(文白对照全译本)[M].北京:中国华侨出版社,2013.9:411.
[4]卢梭著.李平沤译.爱弥儿[M].北京:商务印书馆,1996:46.
[5]邹进.现代德国文化教育学[M].太原:山西教育出版社,1992:62.
[6]卡尔·雅斯贝尔斯著.邹进译.什么是教育[M].北京:生活·读书·新知三联书店,1991:4.
[7]邹进.现代德国文化教育学[M].太原:山西教育出版社,1992:71.
[8]高叔平.蔡元培全集(第四卷)[M].北京:中华书局,1989:177.
[9]高叔平.蔡元培全集(第三卷)[M].北京:中华书局,1989:174.
[10]麦克尼尔,施良方.课程导论[M].沈阳:辽宁教育出版社,1990:4.
[11]扈中平.人是教育的出发点[J].教育研究,1989,(8):33.
[12]扈中平.教育的最高目的是把人培养成社会历史活动的主体[J].教育研究与实验,1994,(2):17.
[13]冯建军.生命与教育[M].北京:教育科学出版社,2004:136-137.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |