主体间性与中国传统文化教育的生态维度  

Inter-subjectivity and Ecological Dimension of Chinese Traditional Culture Education

作　　者：韩玉洁[1] HAN Yujie(School of Arts and Humanities, North China University of Water Resources and Electric Power, Zhengzhou 450046, Chin)

机构地区：[1]华北水利水电大学人文艺术教育中心,河南郑州450046

出　　处：《华北水利水电大学学报（社会科学版）》2017年第2期74-77,共4页Journal of North China University of Water Resources and Electric Power(Social Science Edition)

基　　金：国家社科基金青年项目"中国后殖民批评的反对派研究"(12CZW008);河南省河南省社科规划项目"优秀传统文化在河南高校景观建设中的应用研究(2015B284);河南省教育科学"十二五"规划重点课题"河南高校景观中的传统文化因子教育影响研究"(2015-JKGHZD-0010);2016年度河南省政府决策研究招标课题"河南省地域传承与城市特色构建研究"(2016B061)

摘　　要："主体间性"是关于主体的边界关系阐释,因其探索人类异质多元动态关系而延伸到各个学科。教育学中的主体间性思考与我国的传统文化生态系统高度契合。在传统文化教育客观弱化、主观强化问题的对策研究中,主体间性提供了"自然与主体互融、群族与个体互动、情感与认知互通、文本与技术互补"四个方面的教育内容,中国传统文化教育生态完整性的认同为人类精神的重塑指出了新的生态维度。Inter-subjectivity is an explanation of the boundary relation of subject. Due to the exploration of the heterogeneous and dynamic relationships of human beings, it extends to various disciplines. The inter subjectivity thinking in education and the high degree of fits on the traditional cultural ecosystem in china. In the traditional culture education objective weakening, research problems and Countermeasures in strengthening the subjectivity, inter subjectivity provides four aspects of education contents including anatural and subject interaction, group and individual interaction, cognitive and emotional communication and text and complementary technolo-gy”. The identification of the ecological integrity of Chinese traditional culture education points out the new ecological dimension for the reconstruction of human spirit .

关 键 词：主体间性 中国传统文化教育 生态维度 

分 类 号：C913[经济管理]