本文選題：陶行知 + 凱興斯泰納��； 參考：《江西科技師范大學》2013年碩士論文

【摘要】：陶行知和凱興斯泰納都是職業(yè)教育屆享有盛譽的大師級人物，他們豐富的職業(yè)教育思想在今天依然有很強的借鑒意義。他們對教育事業(yè)的堅持不懈精神，值得我們當今的廣大教育工作者學習。陶行知和凱興斯泰納雖然生活在不同的國度，但他們都生活在19世紀后半葉和20世紀前半葉，，對職業(yè)教育的認識卻有著許多的相似之處，然而由于文化傳統(tǒng)等的差異，他們在職業(yè)教育方面的認識也有所不同。本文從職業(yè)教育思想方面對陶行知和凱興斯泰納進行介紹和比較，希望通過介紹和比較能夠加深對兩位教育家職業(yè)教育思想的認識，更好的用他們的理論來指導我們當今的教育事業(yè)發(fā)展。 本文主要從九個方面對這兩位教育家的職業(yè)教育思想進行比較分析，這九個方面包括職業(yè)教育思想提出的前提、職業(yè)教育的平民化、理論與實踐相結合、以人為本的價值取向、師資標準雙師型、受杜威實用主義哲學思想影響、職業(yè)教育目的的著眼點、職業(yè)教育思想所含的學科領域、職業(yè)教育思想的影響范圍。然后，從社會背景、文化傳統(tǒng)、家庭與個人經(jīng)歷方面對這兩位教育家的職業(yè)教育思想的不同點進行原因分析，以便加深對兩位教育家職業(yè)教育思想的認識。
[Abstract]:Tao Xingzhi and Kexingsteiner are famous masters in vocational education. Their rich thoughts on vocational education are still of great significance today. Their perseverance in the cause of education is worth studying by our vast numbers of educators today. Although Tao Xingzhi and Kexingsteiner live in different countries, they both lived in the second half of the 19th century and in the first half of the 20th century. However, there are many similarities in their understanding of vocational education, but due to differences in cultural traditions and so on, Their understanding of vocational education is also different. This article introduces and compares Tao Xingzhi and Kexingsteiner from the aspect of vocational education thought, hoping that the introduction and comparison can deepen the understanding of the two educationalists' vocational education thought. Better use their theory to guide the development of our education today. This paper makes a comparative analysis of the vocational education thoughts of the two educationalists from nine aspects, including the premise of the vocational education thought, the popularization of vocational education, the combination of theory and practice, and the value orientation of people-oriented. The standard of teachers is influenced by Dewey's pragmatism philosophy, the aim of vocational education, the subject field of vocational education thought, and the influence range of vocational education thought. Then, from the aspects of social background, cultural tradition, family and personal experience, this paper analyzes the differences of the two educationalists' vocational education thoughts, in order to deepen the understanding of the two educationalists' vocational education thoughts.
【學位授予單位】：江西科技師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G710

【參考文獻】

相關期刊論文 前10條

1 李銳;;凱興斯泰納“勞作學�！崩碚撎接慬J];安徽師大學報(哲學社會科學版);1992年03期

2 吳秋芬;劉健兒;;論凱興斯泰納的教師觀及其現(xiàn)實意義[J];比較教育研究;2009年01期

3 馬立志;;凱興斯泰納教育思想淺析[J];成功(教育);2012年04期

4 李靜;;論凱興斯泰納的公民教育目的[J];福建論壇(社科教育版);2008年02期

5 張建中;;試論陶行知大職業(yè)教育觀的三個維度[J];中國科教創(chuàng)新導刊;2010年25期

6 陳愛江;何振海;;凱興斯泰納的“勞作學校”理論及其現(xiàn)實意義[J];河北大學學報(哲學社會科學版);2007年03期

7 龐世俊;;凱興斯泰納職業(yè)教育思想述評[J];河北師范大學學報(教育科學版);2007年01期

8 段喜蓮;;凱興斯泰納教育思想探究[J];和田師范�？茖W校學報;2008年01期

9 趙衛(wèi)平;;凱興斯泰納的繼續(xù)教育理論初探[J];杭州大學學報(哲學社會科學版);1988年03期

10 徐小洲;論凱興斯泰納的公民教育思想[J];杭州大學學報(哲學社會科學版);1997年03期

本文編號：1782720