国内博尔诺夫非连续性教育思想研究的进展与思考  

The Study of Bollnow’s Thought of Noncontinuous Education in China

作　　者：霍巧莲[1] HUO Qiao-lian(College of Education,Jinggangshan University,Ji’an 343009,China)

机构地区：[1]井冈山大学教育学院,江西吉安343009

出　　处：《井冈山大学学报（社会科学版）》2021年第3期82-88,共7页Journal of Jinggangshan University(Social Sciences)

基　　金：江西省教育科学规划课题“新建乡镇中心幼儿园教师专业发展现状及问题研究——基于《幼儿园教师专业标准》”(项目编号:19YB126)。

摘　　要：博尔诺夫的非连续性教育思想是其教育人类学思想的重要内容,他的这一思想于20世纪80年代开始被我国学者引介和研究。近40年来,我国博尔诺夫非连续性教育思想的研究成果主要集中在理论渊源、内涵阐释、启示价值与局限反思四个方面。未来博尔诺夫非连续性教育思想的研究,需要开展比较研究,深化理论认识;重视应用研究,促进教育改革;加强实证研究,形成多元范式。The noncontinuous education is an important part of Otto Friedrich Bollnow’s thought of educational anthropology.It was introduced in china in 1980s.Over the past 40 years,Chinese scholars had made much progress in the study of his thought of noncontinuous education,including its theoretical origin,interpretation of its meaning,value of enlightenment,reflection of its limitation,etc.The further study in this field can be carried out in following ways:carrying out the comparative study for deepening theory,attaching importance to the applied research for educational reform,and enhancing the empirical study to form a variety of forms in the future.

关 键 词：博尔诺夫 非连续性教育思想 教育人类学 

分 类 号：G40[文化科学—教育学原理]