西方人文主义教学文化的嬗变、追求与局限  

On The Evolution, Pursuit and Limitation of Western Humanistic Teaching Culture

作　　者：龚孟伟 Gong Mengwei(Institute of Chinese Education,Yangzhou University,Yangzhou 225002,China)

机构地区：[1]扬州大学语文教育研究所,江苏扬州225002

出　　处：《重庆师范大学学报（社会科学版）》2024年第3期24-31,共8页Journal of Chongqing Normal University(Edition of Social Sciences)

基　　金：2023年度教育部人文社会科学研究规划基金项目“百年家塾文化发展与乡村教育生活方式变迁的关系研究”(23YJA880010)。

摘　　要：从古希腊智者学派所提倡的“人是万物的尺度”,到当代科学人文主义主张的科学与人道融合,西方人文主义教学文化的发展史就是师生人文精神跌宕的时代史。它追求以人为中心的教学价值取向,追求培养全面发展的人的价值目标,追求唤醒自我以回归生命的价值进路,这对我国教学改革具有借鉴意义。但西方人文主义教学文化也存在形而上学、忽视物质基础、夸大人的主观能动性、理念脱离实践的局限。From the Greek philosophers’assertion that“man is the measure of all things”to the contemporary scientific humanism’s advocacy of the fusion of science and humanism,the history of Western humanistic educational culture is a dramatic epochal history of the humanistic spirit of teachers and students.It pursues the value orientation of teaching centered on man,the value goal of cultivating a well-rounded individual,and the value path of awakening oneself to return to the value of life,which has significant implications for China’s educational reform.However,Western humanistic educational culture also has limitations such as metaphysics,neglect of material foundation,exaggeration of human subjective initiative,and the disconnection between ideas and practice.

关 键 词：西方人文主义教学文化 思想嬗变 价值追求 

分 类 号：F12[经济管理—世界经济]