夸美纽斯教育思想的渐变性解读——以《大教学论》为例  

On the Evolvement of Comenius’Educational Ideology——A Case Study of Great Didactic

作　　者：夏英明 Xia Yingming(Huainan No.21 Middle School,HuaiNan 232000,China)

机构地区：[1]淮南市第二十一中学,安徽淮南232000

出　　处：《齐鲁师范学院学报》2022年第4期56-63,共8页Journal of Qilu Normal University

摘　　要：夸美纽斯教育思想的本质特征是神学性。传统观点认为,其神学性与人文性是混合的或矛盾的,这是静态的、孤立地审视夸美纽斯教育思想的结果。若以动态的、整体的视角深入考察夸美纽斯的代表作《大教学论》,便会发现自然的内涵历经了神学性、客观性与机械性的渐变。这表明夸美纽斯教育思想的神学性与人文性有着密切的内在联系,他的思想在发展过程中赋予神学以新的特征,在客观的意义上由神学迈向科学。其中既有个人原因,也有时代原因。The defining feature of Comenius’educational ideology is theology.Traditionally,researchers think the theology is mixed with or contrary to the humanity,which is the result from the static and isolated perspective.If we take a deep look into Comenius’representative work Great Didactic entirely and dynamically,we would find the connotation of nature evolves gradually from theological to objective and then to mechanical.It means the theology of Comenius’educational ideology is connected closely with the humanity.His thought is attached new character to the theology in the process of development,and marches from theology toward scientificity in a sense of objectivity.The evolvement is due to Comenius’personal experience and the effect of times.

关 键 词：夸美纽斯 神学性 客观性 机械性 

分 类 号：G42[文化科学—课程与教学论]