| 应试教育制度的文化反思 |
| |
| 引用本文： | 李涛,陈玉玲.应试教育制度的文化反思[J].教育文化论坛,2010,2(1):43-46. |
| |
| 作者姓名： | 李涛 陈玉玲 |
| |
| 作者单位： | 西南大学,教育学院,重庆,400715 |
| |
| 摘 要： | 应试教育不只是一种教育观念、教育现象或教育模式，它已经成为一种教育制度，是一种重要的教育资源。它是一种非正式的、隐性的制度，由一些包含了一定的思维方式和价值观的隐性规则系统组成，深刻调节着人与人、人与教育、人与社会的关系，对人、教育和社会的发展产生着巨大的影响。中国文化的特质——天人协调、取象比类、崇德利用、贵和持中，以及其衍生出的思维方式和价值观决定了应试教育制度的生成，制约了应试教育制度的发展路径。
|
| 关 键 词： | 应试教育制度 文化 思维方式 价值观 |
Examination-oriented Education from a Cultural Perspective |
| |
| Li Tao,Chen Yu-ling.Examination-oriented Education from a Cultural Perspective[J].Joumal of Education Culture,2010,2(1):43-46. |
| |
| Authors: | Li Tao Chen Yu-ling |
| |
| Institution: | Li Tao Chen Yu-ling (School Education, Southwest University, Chongqing , 400715) |
| |
| Abstract: | Examination-oriented education is more than an ideology, a pedagogical phenomenon, or an educational approach. Rather, it is an institution and an important educational resource. As an informal, implicit institution, examination-oriented education consists of a set of hidden rules that embody certain ideologies and values. This institution exerts profound influence on individuals, education and society through adjusting personal relationships and the relationship between people and education. The Chinese culture, with such unique concepts as harmony between man and nature, analogous thinking, harmony between spiritual well-being and material satisfaction, and harmony of interpersonal relations, together with those ideologies and values derived from these concepts, has given rise to examination-oriented edu- cation and shaped and restricted its developmental path. |
| |
| Keywords: | the institution of examination-oriented education culture thinking mode values |
| 本文献已被 维普 万方数据 等数据库收录！ |
|
