摘要
杜威完整人格教育理论,强调以经验为核心,通过建立各种事物联结在一起的世界,进而对个人经验进行良好改造,以形成其完整人格,并呈现出其经验的连续性、教育的交互性与养成的完整性等特性。杜威这一完整人格教育思想对我国学生健全人格的养成具有重要的实践价值:注重生活、经验、交互、自我教育以养成完整人格;以去功利化、去贵族化、去教条化与自治的"三化一治"的人格教育模式培育现代的健全人格;教师自身人格的健全优化有利于为学生养成完整人格树立典型示范。
Dewey complete personality education thought emphasis on ＆quot;experience＆quot; as the core, through the establishment of various things together in the world, then the good transformation of personal experience, to form the complete personality, and showing the unique characteristics： a continuous experi-ence, education of interactivity and the integrity of the form. The value of Dewey personality education is very clear to our complete personality education in our country：lay emphasis on life education, experiential education, interactive education and self education to shape the perfect personality; to utilitarian, to the nobility, to the dogmatic and autonomous correct to cultivate the modern healthy personality, and develop the solid barrier as the integrity personality; optimizing the teacherˊs personality establish the typical demonstration to cultivate perfect personality of students.
出处
《北京教育学院学报》
2014年第6期25-31,共7页
Journal of Beijing Institute of Education
关键词
杜威
完整人格教育思想
交互教育
三化一治
Dewey
complete personality education thought
interactive education
four treat-ments
practical value
