霍梅尼德育理论与伊朗学校德育改革  

On Khomeini's theories and Moral Educational Reform in Iran

作　　者：吴成[1] 

机构地区：[1]河南师范大学公共事务学院,河南新乡453007

出　　处：《河南科技学院学报（社会科学版）》2011年第2期63-65,共3页Journal of Henan Institute of Science and Technology

基　　金：河南省哲学社会科学基金项目"用社会主义核心价值体系引领和整合多样化社会思潮("2009BKS002)

摘　　要：霍梅尼提出教育决定民族兴旺,教育以德育为先;德育是一个教育实践过程和民族的系统工程,社会越发展,越要加强德育建设。在伊斯兰共和国教育改革实践中,为提升伊朗的大国地位,强化民族意识教育和伊斯兰认同教育,坚持以具体说教与实践相结合,伊斯兰传统与外部优秀成果相结合,注重制度建设,强调学校的德育功能和教育者的言传身教。霍梅尼的德育思想及伊斯兰共和国的德育实践适合伊朗的具体国情,代表了历史发展方向,但对其理论的僵化理解和教条运用将不利于伊朗未来发展。Khomeini put forward that education decided the national destiny and we should take moral education first. Moral education is a procession of educational practice and system project of a nation. The more develop a nation, the stronger moral education should take. Khomeini did as his words. In the moral construction, the Islamic Republic of Iran insisted on the combination of theories and practice, Islamic traditions and foreign excellence, preachment and example in order to make Iran into a strong nation. The theories of Khomeini and the practice of Islamic Republic of Iran fit for the circumstance of Iran which represent the development direction of human history. But the rigid understanding and dogmatic application of theories of Khomeini would not be beneficial to the future development of Iran.

关 键 词：伊朗 霍梅尼 青少年 德育 

分 类 号：G719[文化科学—职业技术教育学]