跨文化视域下全人教育思想及其实践  

The Thoughts and Practice of Holistic Education from Cross-Cultural Perspective

作　　者：胡潇译 张欣[2] HU Xiaoyi;ZHANG Xin(Center for Linguistics and Applied Linguistics,Gruangdong University of Foreign Sudies,Guangzhou 510420,China;Faculty of English Language andCulture,Guangdong University of Foreign Studies,Guangzhou 510420,China)

机构地区：[1]广东外语外贸大学外国语言学及应用语言学研究中心,广东广州510420 [2]广东外语外贸大学英语语言文化学院,广东广州510420

出　　处：《吉首大学学报（社会科学版）》2021年第4期116-122,共7页Journal of Jishou University(Social Sciences)

基　　金：教育部人文社会科学重点研究基地广东外语外贸大学外国语言学及应用语言学研究中心资助项目(JDZX01);广东省普通高校重点科研平台和科研项目(2018GWQNCX043);广东省高等教育教学研究和教改项目(101-GK19CQ38)。

摘　　要：全人教育就是要培养博雅通达、全面发展的"完整的人",即所谓"全人"。全人教育是一种跨文化的人才观,是西方全才教育观与中国通才教育观碰撞与交融的结果。全人教育的哲学思想强调人的整体发展与相互联系,且依据超人心理学理论认为人有巨大发展潜能可挖掘。全人教育的基本原则和教育准则通过寓全人教育的价值于有意义生命之中。语言教育学家李筱菊在实践中结合人本主义与东方哲学智慧,从跨文化视域诠释了全人教育,并落实到辩证的教育观、全面发展的学生观、全人发展的语言教育观三个方面。This paper sums up the theory and origin of holistic education from a cross-cultural perspective addressed by scholars from around the globe, and generalizes the spirituality, theoretical basis and concept of holistic education.The aim of holistic education is to cultivate talents in an all-round way.Holistic education is a shared educational philosophy upheld by researchers both in China and in the west.The philosophical thoughts of holistic education emphasize the integral development of individuals.The famous linguist and educator, Li Xiaoju, integrates humanism and oriental philosophical wisdom in practice.She interprets holistic education from cross-cultural perspective, and puts it into effect from three aspects: dialectical philosophy of education, well-round students, and holistic language education.A wide range of educational philosophical orientation proposed by Li Xiaoju enrich the theory of holistic education and boost the development of language teaching.It has been a pioneering and successful exploration in the history of education in the history of the language education in China.

关 键 词：全人教育 跨文化视域 全人发展 李筱菊 

分 类 号：G40-02[文化科学—教育学原理]