摘要
罗杰斯的教育思想是他"以人为中心"的非指导性心理咨询疗法在教育领域中的直接运用,他以"学生为中心"的非指导性教育思想影响了一代教育者。他批判以传授事实性知识为主的传统教育,强调人内在的学习动力,主张教育应以促进学生的自我实现为宗旨,关注学生的心理和精神健康发展。他认为在教育过程中积极的人际关系是促进经验学习的关键,要求教师信任和尊重学生,要有"移情理解"的能力。罗杰斯的贡献不在于创造出具体的教育方法,而是提出了一系列教育原则与观念,这些原则与观念对于教师教育理念的形成有积极意义。
Rogers' 'studentcentered' humanistic educational thought, which influences a whole generation of educators, is a direct application of his 'personcentered' nondirection psychotherapy theory. He criticizes traditional education for its emphasis on factual knowledge, stresses the intrinsic nature of learning, and advocates an education that promotes students 'selfactualization' and healthy development of their 'inner life'. Rogers considers positive interpersonal relationship, teacher's trust and respect to the student, and 'empathic understanding' as the conditions to promote 'experiential learning'. His humanistic principles can contribute not so much to teaching techniques as to the development of teachers' educational beliefs.
出处
《四川师范大学学报（社会科学版）》
北大核心
2003年第1期43-48,共6页
Journal of Sichuan Normal University(Social Sciences Edition)
关键词
罗杰斯
人本主义心理学
人本主义教育
非指导性教学
移情理解
Rogers
humanistic psychology
humanistic education
non-direction teaching
emphatic understanding
