中美基础教育基本理论主要分歧论析  

On the Main Divergence of Basic Theories in Basic Education between China and American

作　　者：冉亚辉[1] Ran Yahui(Department of Education,Chongqing Normal University,Chongqing,401331,PRC)

机构地区：[1]重庆师范大学教育学系,重庆401331

出　　处：《当代教育与文化》2018年第4期6-11,共6页Contemporary Education and Culture

基　　金：教育部人文社会科学研究规划青年基金项目"中国基础教育基本理论与逻辑体系研究"(17YJC880087)

摘　　要：基础教育基本理论指的是基础教育阶段对学校教育教学起决定性的、基础性的教育前提假设和理念。中美基础教育在实践上存在明显的差异,其背后除了历史、文化、社会等差异之外,教育基本理论的分歧是重要原因。中美基础教育基本理论的主要分歧表现在以下维度:在基本人性假设维度,人性恶但有不同内涵;在学生的核心教育假设维度,表现为重视学术成绩和重视创造性的分歧;在学生个体的发展路径维度,表现为教师引导下的学习与学生自主发展的分歧;在教师的地位与作用维度,呈现为极端重要与相对重要的分歧;在德育基本价值观与德育理念维度,则是防微杜渐与自由发展的分歧。The basic theory of basic education refers that the decisive and fundamental assumption and theory in school education.There are obvious differences between Chinese and American basic education.In addition to the differences of history,culture and society,the differences of theories in basic education are important reasons.The mainly divided of basic theories in basic education between China and American in the following dimensions：In the the basic human nature hypothesis,human nature is evil but has different connotation;In the student＇s core education hypothesis,the performance of the academic performance is good and pay attention to creative differences;In the path of the development of individual students,the differences between the students develop under the guidance of teachers and students autonomous development;In the position and function of teachers,the difference between the extreme importance and the relative importance;In the basic values and moral concept,the difference between the check erroneous ideas at the outset and the free development.

关 键 词：基础教育 基本理论 中国教育 美国教育 

分 类 号：G40[文化科学—教育学原理]