结构主义教育思想在我国中小学教育实践中的意义探究  

The Significance of Structuralist Education in the Practice of Primary and Secondary Education in China

作　　者：崔颖婷 Cui Yingting

机构地区：[1]江西师范大学教育学院,江西南昌330022

出　　处：《科教文汇》2018年第12期110-111,共2页Journal of Science and Education

摘　　要：现代西方哲学分为唯科学主义和人本主义两大流派,人本主义区别于唯科学主义的主要特点就是反对把人归结于科学理性的存在,在20世纪中叶西方盛行的结构主义就是人本主义思潮的一个重要组成部分,因为结构主义要求揭示人的生命、本能、情感、意志等非理性或超理性存在的意义,对人性的心理及行为活动的认识更为深刻和独到。整个教育工作的活动就是围绕人来传授一套适合的内容结构,而人本主义重视学科基本结构的传递,重视人的创造性学习,重视人的心理和智力的成长,并由此改变了当代教育的理念和模式。对结构主义理论收集和分析,用结构主义思想来指导教育界的实践活动,无疑会推进我国九年义务基础教育的成长和发展。Modern Western philosophy is divided into the two schools of scientism and humanism.The main characteristic of humanism differing from scientism is that it is opposed to the attribution of people to the existence of scientific rationality.Structuralism,prevailing in the West in the middle of the 20th century,is an important component of the ideological trend of humanism,as structuralism calls for revealing the meaning of irrationality or super-rational existence such as human life,instinct,emotion,and will,as well as a deeper and more original understanding of the psychological and behavioral activities of human nature.The activities of the entire education work is to teach people around a suitable content structure.Humanism attaches importance to the transmission of the basic structure of a discipline,the creative learning of people,and the psychological and intellectual growth of people,thus changing the ideas and patterns of contemporary education.The collection and analysis of structuralist theories and the use of structuralist ideas to guide the practice of education will undoubtedly promote the growth and development of China's nine-year compulsory basic education.

关 键 词：结构主义教育 中小学 教育实践 

分 类 号：G630[文化科学—教育学]