摘要
教育促进个体的发展,既可以实现个体的社会化,即让个体具备一定的知识和品德,同时,也可以满足个体的内在需要,让个体感到快乐,即教育的个体享用性。在我国现实学校教育中,由于太重视教育的外在谋生功能,忽视教育的个体享用功能,从而导致教育彻底地外在于学生,而使学生沉浸在“苦学”中。教育的个体享用性基于对我国现实学校教育的忧虑,也守望着学生发展的“未完成性”。教育在引导学生为人处世、成家立业的同时,理应满足学生个体内在的精神需要,让学生感到由衷快乐。推行学生主体论、学习超越说和教育美学观,是实现教育个体享用性的基本依据。
Education brings individual development. It not only brings individual socialization, i.e. it brings individual knowledge and morality, but also meets individual inner needs and makes individual feel joy, i.e. individual enjoyment of education. In our country, school education attaches too much importance of making a living function but neglects its individual enjoyment function, which makes students immersed in pain when they are studying. Worrying about the condition of our school education and watching on incompleteness of students, development, individual enjoyment of education has been put forward. Education ought to meet students, inner spiritual needs and make them feel happy as well as guide them how to keep along with people and how to get married and start a career. Theory of student - subject, theory of learning surpass and educational aesthetics are the necessary foundation for individual enjoyment of education.
出处
《襄樊学院学报》
2006年第4期89-93,共5页
Journal of Xiangfan University
基金
湖北省教育厅人文社会科学规划项目(2005z183)
关键词
教育
教育个体享用性
学生主体论
学习超越说
教育美学观
Education
Individual enjoyment of education
Theory of student - subject
Theory of learning sur pass
Educational aesthetics
