儒家学习过程理论的系统分析  

On System Analysis of the Confucian Theories of Learning Process

作　　者：张伟[1] 

机构地区：[1]重庆教育学院数学系,重庆400067

出　　处：《系统科学学报》2009年第3期94-96,共3页Chinese Journal of Systems Science

摘　　要：儒家把学习过程划分为七个阶段,那就是:"立志、博学、审问、慎思、明辨、时习、笃行"。在对这七个阶段深入理解的基础上,利用乌杰《系统辩证学》的观点,对这七阶段及其关系作了系统的分析。学习过程是一个由若干不同而又相互联系、相互作用的环节(或阶段)组成的有机活动过程;学习过程的各个不同阶段,又分别构成学习的小过程,小过程与小过程之间又会有复杂的交叉和交递,呈现出复杂的过程网络和复杂的过程系统,而推动学习过程进行的则是过程内部各要素之间辩证的矛盾运动以及各种小过程之间的相互作用。According to the Confucian theories, the learning is divided into 7 stages, namely, having an aspiration, learning extensively, asking thoughtfully, thinking strictly, judging wisely, restudying constantly and behaving honestly. On the basis of deeply understanding the 7 stages, the author analyzes the relation among these 7 stages in perspective of Systematic Dialectics by WU Jie and points out that learning process is a process of organic activities made up different but interactive stages; the different stages of learning process are the subprocesses; the subprocesses may overlap each other complicatedly; they will become a complicated process net and system; the drive of learning process is the dialectic movement of contradictions within the process and the interaction of the subprocesses.

关 键 词：儒家 学习过程 系统分析 

分 类 号：N949[自然科学总论—系统科学] G421[文化科学—课程与教学论]