论体验教育的合理性及其展现  

Upon the Rationale and Reality in the Experiential Education

作　　者：舒志定[1] 

机构地区：[1]浙江师范大学教育科学研究所,浙江金华321004

出　　处：《宁波大学学报（教育科学版）》2007年第4期35-39,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：教育部人文社科课题(05JA880039)

摘　　要：随着课程改革的推进,体验与体验教育受到了重视。不过,对体验教育提出了不同的看法,认为体验教育强调人的主观性,这与教育的科学性原则相冲突,因而对体验教育持否定的看法。其实,否定体验教育的观点值得深思。提倡体验教育的实质,是要转变了认识教育的思想路径,从受教育者意识活动的意向性特征阐析教育,体验是人的意向性结构的自觉构建,是培养自我意识的基础与环节。The paper considers the negative stance on experiential education out of the subjective viewpoints in conflict with the scientific principle of education, in the course of curricular reform. It insists that the nature of experiential education is to transform ideas of education, and to expound education in the perspective of human intention of the educated. It concludes that experience aims to initiatively construct the structure of personal intentions, and to help cultivate self-consciousness in education.

关 键 词：意向性 体验教育 人的教育 

分 类 号：G40-01[文化科学—教育学原理]