| 主体性教育改革的内在人文导向 |
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| 引用本文： | 张卫国.主体性教育改革的内在人文导向[J].湖南城市学院学报,2005,26(1):100-103. |
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| 作者姓名： | 张卫国 |
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| 作者单位： | 湖南城市学院,政法系,湖南,益阳,413049 |
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| 基金项目： | 全国高教研究中心立项课题(编号:BIA010091-1-B01)。 |
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| 摘 要： | 尽管素质教育改革提出了多年,但是教育者总是难以摆脱对传统教育的文本化、应试化和封闭性等方式的缠绵情结。传统教育的诸多不良方式根源于科学与人文的分野,科学理性盲目地控制和操纵了人文理性,造成人文取向错误。针对这些现象,主体性教育改革所包括的三种基本方式,即创新教育、素养教育、完人教育,都有其内在的人文导向。
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| 关 键 词： | 主体教育 人文导向 素养教育 完人教育 |
| 文章编号： | 1672-1942(2005)01-0100-04 |
| 修稿时间： | 2004年9月7日 |
Talk about the Humanities Guiding Idea to Main-sense Education Reform |
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| ZHANG Wei-guo.Talk about the Humanities Guiding Idea to Main-sense Education Reform[J].Journal of Hunan City Univeristy,2005,26(1):100-103. |
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| Authors: | ZHANG Wei-guo |
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| Abstract: | In spit of mention of quality education for many years the working personnel in the educational front is very difficult to shake off the nostalgia of traditional modes such as examination-oriented and close education types. The most unhealthy trend of traditional education rooted in the separation of humanities and science, Scientific theory controls the humanities theory ignorantly and leads to mistakes of humanism. The reform of main-sense education includes three fundamental modes such as 1)new idea-bringing, 2)moral developing and 3)completing education which contains inside humanism guiding idea. |
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| Keywords: | main-sense instruction guiding goal to humanism moral developing education completing-human sense education |
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