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作 者:刘来兵[1] 周洪宇[1] Liu Laibing;Zhou Hongyu(School of Education, Institute for Educational Governance Studies, Central China Normal University, Wuhan 430079)
机构地区:[1]华中师范大学教育学院、国家教育治理研究院,湖北武汉430079
出 处:《华中师范大学学报(人文社会科学版)》2022年第4期156-164,共9页Journal of Central China Normal University:Humanities and Social Sciences
基 金:国家社会科学基金“十三五”规划2018年度教育学重大攻关课题“建设教育强国的国际经验与中国路径研究”(VGA180002);湖北省教育科学规划2021年度重点课题“‘生活·实践’教育的理论与实践研究”(2021GA003)。
摘 要:“生活·实践”教育是生活教育学说的创造性转化与创新性发展,它以马克思实践哲学为理论视域,积极探索育人方式变革的中国经验。“生活·实践”教育基于生活与实践的视角,理解教育的本质与目的、现实的人的生命存在与价值,让教育通过生活与实践为学生创造美好人生。其内涵是教育来源于生活与实践,教育通过生活与实践,教育为了生活与实践,基本目标为培养学生的自主力、生活力、学习力、实践力、合作力和创新力,推动人的全面发展。“双减”政策下“生活·实践”教育发挥育人功能的实践路径为:突破僵化的课堂空间,为学生创造开放的学习空间;满足学生的多样化需求,为学生打造高质量的课后服务;携手家庭教育和社会教育,为学生建构健康的课余生活。“Life-practice”education is the creative transformation and development of the life education theory.It takes the practical philosophy of Marxism as its theoretical horizon and actively explores the Chinese experience of the reform of education.It is based on the perspective of life and practice,aiming at understanding the nature and purpose of education,the existence and value of real life,so that education enables students to create a better life through life and practice.The connotations of“life-practice”education include that education comes from life and practice;education is achieved through life and practice;education is for the purpose of life and practice.The basic goals are to cultivate students’independence,vitality,learning ability,practical ability,cooperation and innovation,and to promote the all-round development of human beings.Under the policy of“double reduction”,the practical paths for“life-practice”education to bring its educational function into full play are to break through the rigid classroom space,create open learning space for students,meet the diverse needs of students,create high-quality after-school services for students,and join hands with family and social education to build a healthy after-school life for students.
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