三喻文化视野下的社区教育发展  

Three Figurative Cultures under the View of Community Education's Development

作　　者：李金[1] 

机构地区：[1]曲阜师范大学职业与成人教育学院,山东曲阜273165

出　　处：《河北大学成人教育学院学报》2014年第4期26-30,共5页Journal of Adult Education College of Hebei University

基　　金：全国教育科学规划教育部重点课题(编号:GKA113007)"基于社会流动的成人质变学习研究"的研究成果

摘　　要：三喻文化是美国文化人类学家玛格丽特·米德从文化传递的角度提出的理论,即后喻文化、同喻文化和前喻文化。社区教育作为一种重要的教育形式,其形式也是多种多样的,这使三喻文化与社区教育之间存在一定的耦合。在三喻文化视野下,为促进社区教育的发展,应从观念、内容、机构和方法等层面采取相关措施。Advanced by the American cultural anthropologist Margaret Meed and from the perspective of cultural transfer theory ＂Three Figurative Cultures＂ means the Post - figurative culture, Co--figurative culture and the Pre--figurative culture. As an important form of education, community education＇s form is varied, which makes the Three Figurative Cultures and community education between certain couplings. In the perspective of Three Figurative Cultures, we can put forward several strategies to promote the development of community education.

关 键 词：三喻文化 社区教育 耦合 发展 

分 类 号：G77[文化科学—教育学]