危机教育刍议——基于博尔诺夫的非连续性教育思想  

On"Crisis"Education:Based on Bollnow's discontinuous educational thought

作　　者：邓莉雅[1] DENG Liya(School of Political Science and Law,Zhaoqing University,Zhaoqing,Guangdong 526061,China)

机构地区：[1]肇庆学院政法学院/知识产权学院,广东肇庆526061

出　　处：《肇庆学院学报》2023年第6期41-46,共6页Journal of Zhaoqing University

摘　　要：危机是人类普遍存在的现象,教育人类学家博尔诺夫关于非连续性教育形式的思想,主张通过教育使危机成为人类走向新起点的机会。危机具有重要的教育意义,它既是促进人类进行深刻反思,从而创造新知的契机,也是个体实现人生的跨越与转化的契机。因此,思想政治教育应把危机教育作为重要的主题。进行危机教育在策略上要善于把握时机,把教育建立在取材、表达和师生沟通的真实性的基础上,正确处理危机中的负面情绪和启发学生的自我认识与自我教育。Crisis is a universal phenomenon in human beings.The educational anthropologist Bollnow's idea of discontinuous forms of education advocates that education should make crisis an opportunity for mankind to move towards to a new starting point.Crisis has important educational significance.It is not only an opportunity to promote profound reflection by humans,thereby creating new knowledge,but also an opportunity for individuals to realize the leap and transformation of life.Therefore,ideological and political education should take crisis education as an important theme.To carry out crisis education,we should be good at grasping the opportunity,based on the authenticity of material selection,expression and communication between teachers and students,correctly handle the negative emotions in the crisis and inspire students'self-awareness and self-education.

关 键 词：危机教育 非连续性教育 教育意义 教育策略 

分 类 号：G641[文化科学—高等教育学]