马斯洛人本主义观教育与我国和谐教育构建  

Maslow's Educational View of Humanism and the Construction of Harmonious Education

作　　者：王仕宗[1] 杨维琴[1] 彭康[1] 

机构地区：[1]遵义师范学院大外部,贵州遵义563002

出　　处：《科教文汇》2013年第7期1-3,共3页Journal of Science and Education

基　　金：遵义师范学院科研基金项目(2010007)

摘　　要：马斯洛人本主义教育观的核心内容就是坚持以人为本和人的基本需要层次论,即强调教学过程中人的因素,重视人的基本需求,重视挖掘学习者的自我潜能,力图使学生成为自我实现者。社会、学校和教师的任务就是为学生的潜能发展提供一个良好的环境,使人的潜能得以自我实现。社会的发展和进步呼唤教育和谐,而教育和谐需要坚持"以人为本"。The core content of Maslow＇s humanist education view is to adhere to the people-oriented and people＇s basic need hierarchy theory. That emphasizes the teaching process of human factors, paying attention to the basic needs of the people, paying attention to mining the learners＇ potential, only to enable students to become self realization. The society, schools and teachers＇ task is to develop students＇ potential to provide a favorable environment, make the person＇s potential to self realization. The development and progress of society calls for harmonious education, and harmonious education needs to adhere to the people-oriented education concept. However, when we are in the pursuit of har- mony of education process, some unharmonions factors interfer- ence and block the harmonious process. We have to construct harmonious education and rational thinking, but what a long way we still go to that harmonious situation？

关 键 词：马斯洛 教育观 和谐教育 问题 

分 类 号：G40-02[文化科学—教育学原理]