关于“幸福教育”的伦理审思  

Ethical Reflection on“Happy Education”

作　　者：王聪[1] 

机构地区：[1]安徽师范大学政治学院,安徽芜湖241003

出　　处：《教育理论与实践》2015年第10期8-11,共4页Theory and Practice of Education

基　　金：教育部人文社科项目<他者伦理视野中的道德教育研究>(项目编号:13YJA720018)的研究成果

摘　　要："幸福教育"将"幸福"和"教育"融合为一体,以幸福为核心和终极价值目标,强调受教育者的内在情感需求,是一种充分展现学生自主意识的教育理念。传统教育(以应试教育为主)较之幸福教育,缺乏自由、关爱,忽视教育的人性价值取向,逐渐偏离了时代需求及教育本质诉求的轨道。为促进幸福教育的实践和发展,应创建幸福学习环境,充实自身精神生活,建立师生关心关系。＂Happiness＂and＂Edueation＂are merged into＂Happy Education＂as an organic whole, with happiness as the core and ultimate value goal, which emphasizes the edueatees＇ inner emotional needs. It＇s an educational idea fully ex- ibiting the students＇ independent consciousness. Compared with the happy education, traditional education （exam-orient- ed education） lacks freedom and love, ignoring the real human value orientation on education, deviating gradually from the track of demand of the times and the essential appeal of education. To promote the practice and development of happy edu- cation, we should create the happy learning environment, enrich our own cultural life and establish the caring relationship between students and teachers.

关 键 词：幸福教育 幸福学习环境 精神生活 关心关系 

分 类 号：G40-011[文化科学—教育学原理]