小原国芳“全人教育”的价值界定与理论探讨  

Value Definition and Theoretical discussion of Kuniyoshi Obara

作　　者：刘炳赫 于伟 LIU Bing-he;YU Wei(Department of Education,Northeast Normal University,Changchun,Jilin 130024,China)

机构地区：[1]东北师范大学教育学部

出　　处：《贵州民族研究》2019年第10期180-184,共5页Guizhou Ethnic Studies

基　　金：吉林省教育厅“十三五”社会科学研究规划项目“小原国芳‘全人教育’理论批判研究”(项目编号:JJKH20170953SK);东北师范大学校内项目“‘全人教育’理论批判研究”(项目编号:16QN004)的阶段性成果

摘　　要：日本近代教育家小原国芳所主张的"全人教育",不仅对近现代日本教育体系的形成有着深远的影响,其理论体系在亚洲部分地区的教育实践也取得了引人瞩目的成果。论文在述评现有相关研究成果的基础上,对"全人教育"理论价值进行了实事求是的界定,也辩证地对其理论的唯心主义部分等做出了相应的辨析,并结合我国教育实践论析了"全人教育"和"素质教育"的关联及我国需要借鉴和警示之处。The "whole-person education" advocated by Japanese modern educator Ogawa Kuo-fang not only has a far-reaching impact on the formation of modern Japanese educational system, but also has achieved remarkable results in the educational practice of its theoretical system in some parts of Asia. On the basis of reviewing the existing relevant research results,this paper defines the theoretical value of "whole-person education" in a practical and realistic way, and dialectically differentiates the idealistic part of its theory, and analyses the relationship between "whole-person education" and "quality-oriented education" in the light of China’s educational practice, as well as China’s need to borrow it. Lessons and warnings.

关 键 词：小原国芳 全人教育 素质教育 

分 类 号：G53[文化科学—教育学]