重议合作教育学的理论价值与实践意义  

Rediscussion of the Theoretical Value and Practical Significance of Cooperative Education

作　　者：乔桂娟[1] 李楠楠 QIAO Gui- ju an;LI Nan-nan(Research Institute of Higher Education, Northeast Petroleum University,Daqing 163318, China)

机构地区：[1]东北石油大学高等教育研究所,黑龙江大庆163318

出　　处：《黑龙江教育学院学报》2017年第11期1-3,共3页Journal of Heilongjiang College of Education

基　　金：黑龙江省社会科学研究规划年度项目"构建职业院校与行业产业对话机制促进产学研协同发展研究"(14E019)

摘　　要：合作教育学是20世纪80年代后期产生于苏联的一种重要的教育理论。它以马克思主义关于人的全面发展学说和苏维埃进步教育思想家阐述的人道主义精神作为理论依据,且吸收了国外进步教育家著作中的进步主义思想,提倡在教育过程中建立合作式的师生关系,强调对学生实施个性化教育,重视学生的学习动机、学习能力以及个性的全面发展。上述主张可为我国全面推进素质教育提供一定的理论参考,其有关教学、评价的实践探索也能为我国中小学教师提供操作路径和实际指导。The cooperative education was an important educational theory that was proposed in the Soviet Union in the late 1980s. It takes Marxist theory on human,s overall development and humanism proposed by the education thinkers of Soviet Union as the theoret-ical basis, absorbs the progressive thoughts from the works of foreign advanced educators, advocates the establishment of cooperative re-lationship between teachers and students in the education process, emphasizes the implementation of personalized education for students,and pays attention to students’ learning motivation,learning ability and all-round development personality. The above proposi-tions can provide some theoretical references for the all-round promotion of quality education in China, and the practical exploration of teaching and evaluation can also provide operational paths and practical guidance for primary and secondary school teachers in China.

关 键 词：苏联 合作教育学 理论价值 实践意义 

分 类 号：G40-43[文化科学—教育学原理]