多元文化背景下学生人文底蕴的养成  

The Development of Students' Humanistic Richness Under the Multicultural Background

作　　者：尹艳秋[1] 

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《徐州工程学院学报（社会科学版）》2018年第2期100-104,共5页Journal of Xuzhou Institute of Technology：Social Sciences Edition

基　　金：全国教育科学规划课题"基于核心素养的书院制育人模式的实践研究"(BHA160149)

摘　　要：核心素养的概念在本世纪初由世界经济合作与发展组织(OECD)提出,并为各国所构想与设计。《中国学生发展核心素养》将我国学生的核心素养确立为以"全面发展的人"为核心的文化基础、自主发展、社会参与三个方面,并细化了具体要求,其中的文化基础包括人文底蕴与科学精神。在当今全球化的时代背景下,全球文化多元并存与交融。为此,学校教育应从以下方面打造学生的人文底蕴:汲取人文知识,修养精神境界;对多元文化的理解与敬重;对文化的智慧选择与超越;民族精神的信仰与自觉坚守。Based on global development,the World Organization for Economic Cooperation and Development(OECD)proposes a concept of "core quality" which is considered and designed by various countries. " Chinese Students' Core Qualities" is then issued,which sets Chinese students' core qualities as "allround developed people" of cultural basis,independent development and social participation with specific requirements.The cultural basis includes humanistic and scientific spirit.Therefore,in the current era of globalization,school education should build students' humanistic spirit from the following aspects:learn and refine knowledge,understand and respect cultural diversity,wisely select cultural elements,and devote themselves faithfully to the national spirit.

关 键 词：人文底蕴 文化 多元化 

分 类 号：G420[文化科学—课程与教学论]