本文選題：教育理解　切入點(diǎn)：特征　出處：《全球教育展望》2014年07期

【摘要】：教育理解是發(fā)生在教育世界中的一種意義重構(gòu)的認(rèn)識(shí)活動(dòng),是教育主體通過(guò)對(duì)教育過(guò)程本身和教育中各要素的內(nèi)涵、本質(zhì)的判斷,以情境再現(xiàn)、切身體驗(yàn)、意義創(chuàng)生為指向的認(rèn)知過(guò)程,進(jìn)而生成教育經(jīng)驗(yàn),形成教育文化,最終實(shí)現(xiàn)人文同構(gòu)。從個(gè)體發(fā)展和教育發(fā)展來(lái)看,教育理解的存在具有必要性。多義性、生成性、意向性、實(shí)踐性是教育理解的特征。教育理解的價(jià)值主要體現(xiàn)在:在理解中澄清教育的基本問(wèn)題;在理解中成就教師的專(zhuān)業(yè)發(fā)展;在理解中認(rèn)識(shí)自我;在理解中推進(jìn)教育實(shí)踐。
[Abstract]:Educational understanding is a kind of cognitive activity of meaning reconstruction that occurs in the educational world. It is the educational subject's experience by judging the connotation and essence of the educational process itself and the elements in the education. The cognitive process of meaning creation is directed, and then the educational experience is generated, the educational culture is formed, and the humanistic isomorphism is finally realized. From the point of view of individual development and educational development, the existence of educational understanding is necessary. Practicality is the characteristic of educational understanding. The value of educational understanding is mainly reflected in: clarifying the basic problems of education in understanding, achieving the professional development of teachers in understanding, recognizing oneself in understanding and promoting educational practice in understanding.
【作者單位】： 安徽桐城師范高等專(zhuān)科學(xué)校;
【分類(lèi)號(hào)】：G40

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本文編號(hào)：1695725