摘要
传统的教育均衡发展研究,多局限于宏观视角,忽视了微观研究。从人之和谐发展的视角观察,教育的内在失衡表现为重学习、轻生活,重智育、轻其他,重动脑、轻动手,重左脑、轻右脑,重明示、轻暗示,重记忆、轻思维,重守成、轻创新。导致上述表现的哲学根源是功利主义的教育目的追求,分科主义的内容体系设计和主客二分的教育哲学假设。重建教育的内在均衡,应努力找回教育的内在魅力与力量,重整知识的内在框架与联系,开展全面和周全的教育活动。
Most traditional studies about equilibrium development of education are limited in macro- viewpoint, and pay little attention on micro viewpoint. But viewing from individual＇s harmonious devdopment, the internal unbalance situations of education are as follows： attaching more importance to learning, intellectual education, doing by brains, left brain, straightforward, remembering and oonservative, attaching little importance to living, other education, doing by hands, right brain, suggestive, thinking and innovative. The philosophical reasons about above situations are that： seeking for utilitarian education aims, designing content systems according subject - based knowledge, and viewing according as educational philosophy hypothesis that is dichotomy of subjective and objective. To reconstruct the internal balance of education should make great efforts to get back internal enchantment and power of education, to reform internal framework and contact of knowledge, and to develop all - around and overall educational activities.
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2005年第5期19-23,共5页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
基金
国家"十五""211工程"重点建设学科项目"当代中国基础教育重大问题研究"课题"义务教育均衡发展的理论与对策研究"
关键词
教育失衡
表现形态
哲学解读
教育重建
unbalance of education
show of situations
philosophical analysis
reo^tructi^a of education
