均衡教养原则与价值观教育  

Principle of Balanced Education and Value Education

作　　者：杨明亮[1] 

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430000

出　　处：《北京交通大学学报（社会科学版）》2015年第2期116-120,共5页Journal of Beijing Jiaotong University(Social Sciences Edition)

摘　　要："均衡教养"原则是德国教育学家布雷钦卡在上世纪60年代提出的。目前中国进入一个多元价值时代,成为多元价值观并存的国家,在这种情况下,重新考究布雷钦卡的"均衡教养"教育原则、挖掘其"中国意义"具有重要价值。"均衡教养"原则着力的不是一般的知识灌输,而是在复杂文化社会背景下以价值观塑造为轴心的理想人格教育。所以,道德教育与信仰教育在其中居于重要地位。据此,"均衡教养"原则对于改善目前的道德教育与信仰教育具有理论和现实意义,对于我们所进行的社会主义核心价值观教育也具有启发意义。＂Balanced education＂ is a Principle firstly proposed by German educator Wolfgang Brezinka in 1960s. Nowadays, since China has entered a pluralistic era and become a value-diverse country, the reconsideration and localization of this principle becomes increasingly significant. Oriented toward value formation and ideal personality cultivation, Balanced Education specifically focuses on the multicultural society and goes beyond cramming and force-feeding models of education, with morality and belief playing a key role. Therefore, Balanced Education is of both practical and theoretical significance to our moral and belief education, and it will shed light on the education of socialist core values.

关 键 词：均衡教养 社会主义核心价值观 道德教育 信仰教育 

分 类 号：G40[文化科学—教育学原理] G641[文化科学—教育学]