教育人性化思潮论略  

A Brief Review on the Trend of Thought of Humanized Education

作　　者：孙振东[1] 

机构地区：[1]西南大学教育学院,重庆400715

出　　处：《教育学报》2010年第4期9-20,36,共13页Journal of Educational Studies

基　　金：西南大学博士基金项目"人的全面发展理论及其当代发展研究"(项目批准号:0709307)的部分研究成果

摘　　要：我国教育人性化思潮的兴起有着深刻的社会历史根源和复杂的思想文化背景。教育人性化思潮由不同思想倾向构成,其中抽象人性论思想倾向占有主流地位,左右着整个思潮的基本发展方向和主要理论特征。"新课程理念"和抽象素质教育论是教育人性化思潮中抽象人性论倾向的主要体现。个人全面发展是最完善的人性,个人全面发展教育才是真正人性化的教育。应该区分教育目的和教育过程两个不同层次上的人性化,努力提升教育的人性化水平。加强和深化对人性问题的研究,是克服教育人性化思潮中抽象人性论倾向的重要措施。The emergence and development of humanized education in China has its own profound social and historical origins and compound ideological and cultural background. It constitutes various ideological tendencies, with abstract anthroposophy gaining currency and influencing the basic development trend and main theoretical characteristics of the whole trend of thought. ＂New curriculum ideas＂ and abstract quality-improvement education theory are typical of abstract anthroposophy in humanized education. Indi vidual all-round development is the perfection of human nature; therefore, a real humanized education is one aiming at individual all-round development. It＇s necessary to distinguish humanization in educational objectives from that in educational process and improve the degree of hommization of education in China. Enforcing and deepening studies on human nature is an important measure to prevent abstract humanization in ideas of educational humaneness.

关 键 词：教育人性化 抽象人性论 历史唯物主义人性观 个人全面发展教育 

分 类 号：G40[文化科学—教育学原理]