本文關鍵詞： 中國教育學 傳統(tǒng)文化 文化存在論教育學　出處：《湖南師范大學教育科學學報》2017年04期 　論文類型：期刊論文

【摘要】：近百年來,在西學東漸的過程中,中國教育學面臨的最大問題是對傳統(tǒng)文化的關注不夠。面對中國教育學的文化困境,基于文化存在論教育學的思考,中國的教育學必須重建其文化精神、文化價值、文化倫理與文化意識。首先,教育目標理應回歸傳統(tǒng)文化的"大德敦行"這一終極目的。教育之終極目標在此,文化精神重建的核心亦在此。其次,教育內容必須重建傳統(tǒng)文化的"良知之學",必須關注傳統(tǒng)文化所心心念念的"良知之知",回到傳統(tǒng)文化所倡導的"良知之情",并切實轉化為"良知之行"。再次,教育方法應當轉向傳統(tǒng)文化的"以善至善",做到方法善與本質善的統(tǒng)一。最后,教育實施要重建傳統(tǒng)文化的"虛壹而靜",中國的教育改革呼喚意識覺醒的教育者,呼喚靜待花開的教育者。
[Abstract]:In the past hundred years, the biggest problem that Chinese pedagogy is facing in the course of the eastward development of western learning is the insufficient attention to traditional culture. In the face of the cultural dilemma of Chinese pedagogy, the thinking of pedagogy based on the theory of cultural existentialism. Chinese pedagogy must rebuild its cultural spirit, cultural value, cultural ethics and cultural consciousness. First of all, the goal of education should return to the ultimate goal of traditional culture. Secondly, the content of education must rebuild the "study of conscience" of traditional culture, and it must pay attention to the "knowledge of conscience" that traditional culture is yearning for. Return to the "feeling of conscience" advocated by the traditional culture, and transform it into the "journey of conscience". Thirdly, the educational method should turn to the traditional culture of "to the best of good", to achieve the unity of the method of good and the essence of good. Finally. The educational reform in China calls for the conscious educators and those who are still waiting for flowers.
【作者單位】： 華東師范大學教育學部;
【基金】：教育部人文社會科學研究規(guī)劃項目“基于概化理論的教師培訓課程標準的研制研究”[15YJA880028]
【分類號】：G521
【正文快照】： 一、中國教育學“西學東漸”中的文化困境中國教育學很長時期里未構筑起自己的“家園”,長期地保留著“舶來品”這一從降生之日就帶有的“胎記”[1]。近百年來,中國教育學一直在向西方學習,尋覓現代化的革新之路。在西學東漸的過程中,中國的教育學界始終堅持對自己的教育傳統(tǒng)，

本文編號：1487453