《颜氏家训·勉学》论学习及其现代意蕴  

On Learning and Its Modern Implication inYan’s Family Instructions——Industrious Learning

作　　者：李映红[1] 张绍军[1] 

机构地区：[1]湖南第一师范

出　　处：《大学教育科学》2013年第3期103-107,共5页University Education Science

基　　金：湖南省哲学社会科学研究基金项目"<颜氏家训.勉学>的家庭教育学习观研究"(11YBB112);湖南省家庭教育"十二五"规划课题"<颜氏家训.勉学>的家庭学习观及其现代价值研究"(SJY-1115002);湖南第一师范学院院级课题"小学生家庭教育评价模式研究"(XYS10S23)

摘　　要：《颜氏家训·勉学》中蕴含有学习的认知加工机制及深刻的动力意向心理。《勉学》在秉承"先意"的基础上,倡导识记、思维、"观""行"的知行统一学习观,认为学习当效行古人之孝行、态度、气节、情感、诚信等榜样并自省反思。学习不是纯粹的认知,而是一种生活,学习的过程亦是一种生活的过程;学习是个体"本体生命"与"意义生命"的有机粘合;个体生命的发展是建立在实践基础上、认识与实践相结合的博专"兼美"性学习。The cognitive processing mechanism of learning as well as its deep dynamic intension psychology is implied in Yah＇ s Family Instructions Industrious Loaming. The view of the unity of moral knowledge and practice as memorization, thinking, observation and action is initiated in the Industrious Learning. It proposed that one should learn filial conduct, attitude, integrity, emotion, trustworthiness and do self-examination and introspection. Learning is not pure cognition but a sort of life. And learning process is also a kind of life process. Learning is an organic adhesion of an individual＇ s ontology of life and meaning of life which based on practice, can be expanded by the extensive and special learning with the combination of practice and cognition. These points raised in Industrious Learning have much traditional reference and some modern implication for the transformation of student＇ s learning style, the cultivation of student＇ s spirit of innovation and practical ability as well as the initial construction of learning theory.

关 键 词：《颜氏家训·勉学》 学习心理 传统借鉴 现代学习 

分 类 号：G442[哲学宗教—心理学]