论我国古代“学”“习”思想的内在逻辑  

On the Internal Logic of the Thought of“Learning”and“Acquisition”in Ancient China

作　　者：田雪 张海波 TIAN Xue;ZHANG Hai-bo(Faculty of Education,Northeast Normal University,Changchun,Ji lin,130024,PRC)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《当代教育与文化》2023年第1期25-33,共9页Contemporary Education and Culture

基　　金：2021年度中国基础教育质量监测协同创新中心研究生自主课题“义务教育阶段新旧数学课程标准的比较研究——以第三学段为例”(BJZK-2021A3-21017)。

摘　　要：概念、范畴与命题是人类认识之网汇总的纽结,将思想史按照其自身发展的逻辑编排,可以生动形象地展现出人类认识发生、发展的过程,思想发展变化的脉络以及各方面之间的内在联系。将以往的研究视角从“思想家”转换到“思想”本身,探讨围绕思想本身的教育问题,从而能清晰地梳理思想的发展脉络。在中国古代政治经济文化等方面一体化的大背景下,首先阐释“学习”这一教育的基本范畴内涵及其发展变化。其次从“学习”的起点、过程出发,分析上诉因素作用于“学习”思想发生变化的历史过程。最后观照目前教育实践中存在的“学”“习”分离这一现实问题,希冀从古代优秀的“学习”传统中获得力量。Concepts,categories and propositions are the knots of the web of human cognition.The logical arrangement of the history of thought according to its own development can vividly show the process of the occurrence and development of human cognition,the path of the development and change of thought,and the internal relationship among them.Shifting the perspective of research from“thinker”to“thought”itself and exploring the educational issues concerning the thought itself is of great help to clearly sort out the development of thought.Under the background of the integration of politics,economy and culture in ancient China,this paper first explains the connotation and development of“learning and acquiring”as the basic category of education.Secondly,from the perspective of the starting point and process of“learning and acquiring”,this paper analyzes the historical process of the change of“learning and acquiring”thought affected by the above-mentioned factors.Finally,taking into account the reality of the separation of“learning”and“acquisition”in the current educational practice,the paper aims to gain strength from the excellent ancient tradition of“learning and acquiring”.

关 键 词：传统教育 学习思想 学习论 内在逻辑 教化 

分 类 号：G40-09[文化科学—教育学原理]