论素质教育的文化比较视野与变革走向  

On the Comparative Cultural Horizons and Development Trends of Education for All-round Development

作　　者：刘德华[1] 

机构地区：[1]湖南师范大学教育科学学院,湖南长沙410081

出　　处：《徐州工程学院学报（社会科学版）》2013年第1期73-78,共6页Journal of Xuzhou Institute of Technology：Social Sciences Edition

基　　金：留学回国人员科研启动基金课题"硕士层次小学教师培养的发展性研究"(教外司留【2009】8号)

摘　　要：素质教育的深入需要拓展文化视野。文化是人类对人性、人际的关系、人与自然的关系、人类思维方式等方面的认识及其成果。在这四个维度上,中西文化虽有共识,但也有不同的侧重点和差异。素质教育要提升学生的文化素质,就需要吸纳中华文化与西方文化的合理之处,把四个维度上的合理要素渗透到课程与教育过程之中。The implementation of education for all-round development requires the expanding of cultural horizons. Culture is the understanding and fruitful results of human beings about human nature, interper- sonal relationship, man and nature relationship, and human way of thinking. Although the Chinese culture and the western culture share certain consensus in terms of the above-mentioned aspects, they differ much from each other and are with different emphasis. In order to improve students＇ cultural accomplishment, we need to seek inspiration from the best parts of both Chinese and western cultures, and put them into curriculum and the teaching process.

关 键 词：素质教育 中华文化 西方文化 文化比较 

分 类 号：G642[文化科学—高等教育学]