论教育接受过程:以生为本与教师角色行为  

On the Acceptance Course of Education: Students as a Fundamental One with Teacher's Role Behavior

作　　者：尹玉英[1] 张爱红[2] 

机构地区：[1]嘉应学院教育科学研究所,广东梅州514015 [2]嘉应学院教育科学与技术系,广东梅州514015

出　　处：《嘉应学院学报》2008年第5期89-93,共5页Journal of Jiaying University

基　　金：教育部"十一五"期间重点课题的分支课题<生本教育理念与新兴本科大学教育实践研究>的阶段成果之一(总课题<生本教育理念和实践体系研究>;课题编号:DHA050117-1号)

摘　　要：高等教育要以学生为本位的价值意义,这已是不需论证的问题,重要的是在教育中实现以学生为根本。从理论与实践的双重角度,以学生为本位的主要领域是在教育全过程的接受过程,矛盾的主要方面关键在教师行为。以学生为本位的主题语句,是教育接受过程以生为本的教师角色行为选择。higher education to a student - based value of significance, this is no proof of the problem, it is important to achieve in the education of students as a fundamental one. In theory and practice of the dual perspective of a student - based mainly in the field of education during the whole process of acceptance,the main aspects of the key contradictions in the conduct of teachers. Student - based main language, is the education process to accept the teacher＇s role -based health behavior choices.

关 键 词：教育 接受过程 以学生为本 教师角色 

分 类 号：G40[文化科学—教育学原理]