论自由教育的历史嬗变及其对课程改革的启示  

On the Historical Evolution of Education of Freedom & Its Enlightenment for Curriculum Reform

作　　者：杨影[1] 陈旭远[1] 

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《教育理论与实践》2015年第4期57-60,共4页Theory and Practice of Education

摘　　要：自由是人性的内在本质,教育是实现人性自由的必要途径,课程是开展教育实践的绝对环节。自由教育的发展经历了古希腊时期的"古典"、中世纪时期的"神性"、文艺复兴时期的"现代"以及19世纪末20世纪初的"科学"等历程。在不同的历史发展阶段,自由教育体现出共同的价值追求,即自由对人性的解放、教育对自由的追求、自由教育对人的发展的重要性。从自由教育的视角来看,当今的基础教育课程改革需要学术专研、教育实践、精神创造,并从教育机制着手进行改革。Freedom is the internal nature of humanity and education is the necessary channel to realize the freedom of humanity, while curriculum is the absolute link of educational practice. The education of freedom has developed from the＂classical＂of ancient Greece and the＂divinity＂of medieval period to the＂modernity＂of Renaissance and the＂science＂at the end of 19 th century and the beginning of 20 th century. During the different periods of development, education of freedom demonstrated the same value pursuits, i.e. the pursuit of humanity by freedom, the pursuit of freedom by education and the importance of freedom education to man＇s development. From the perspective of freedom education, we can reform the current basic education curriculum from the following several aspects： academic research, educational practice, spiritual creation and educational mechanism.

关 键 词：自由教育 历史嬗变 课程改革 

分 类 号：G423.07[文化科学—课程与教学论]