| 论人性内涵、特征及其教育学意蕴 |
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| 引用本文： | 王振存.论人性内涵、特征及其教育学意蕴[J].江苏教育研究,2010(4). |
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| 作者姓名： | 王振存 |
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| 作者单位： | 河南大学教育科学学院;河南大学教育科学研究所; |
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| 摘 要： | 教育作为由人来实施、以人为对象、为了人生命完善之活动,应回归人性、彰显人性、完善人性,应是最富人性光辉之事业。对教育进行人性反思,让教育回归人性是教育学的内在品质和价值诉求。人性化教育是舒展个性之教育,尊重生命之教育,净化灵魂之教育,追求幸福之教育,求真、趋善、臻美之教育。人性化教育离不开人性化教育研究的深化,人性化教育理论的指导,对教育研究成果的人性化评价,对教育研究者的人文关怀及其自身的人性省思。人性视阈下的教育学应加强人性化教育研究,构建人性化教育理论,推进人性化教育实践,提升人性化教育管理,实施人性化教育评价。
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| 关 键 词： | 人性 内涵 特征 教育学意蕴 |
On Connotation,Characteristics and Pedagogical Implication of Humanity |
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| WANG Zhen-cun.On Connotation,Characteristics and Pedagogical Implication of Humanity[J].A Journal of Research in Education,2010(4). |
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| Authors: | WANG Zhen-cun |
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| Institution: | School of Education Henan University/a>;Kaifeng 475001/a>;China |
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| Abstract: | Education, as a kind of activity by humans, of humans and for humans, should return to, highlight and consummate humanity. Reflection on humanity of education and its resurgence are the internal quality and value of pedagogy. Human-based education indicates that of developing individuality, respecting life, purifying souls, pursuing happiness, truth, virtue and beauty. Pedagogy in the perspective of humanity should strengthen researches on humanity education, construct corresponding theories, promote releva... |
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| Keywords: | humanity connotation characteristic pedagogical implication |
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