J4 ›› 2016, Vol. 1 ›› Issue (1): 83-87.

• 教育学-心理学 • 上一篇    下一篇

试论“教育融合”的层次

  

  1. (岭南师范学院基础教育学院,广东湛江524307)
  • 收稿日期:2015-09-14 出版日期:2016-01-15 发布日期:2016-01-15
  • 作者简介:肖林根,助教,主要从事教育基本理论研究.
  • 基金资助:

    湛江师范学院基础教育学院科研资助项目(XM1305)

On the Levels of "Education Integration"

  1. (College of General Education, Lingnan Normal University, Zhanjiang, Guangdong 524307, China)
  • Received:2015-09-14 Online:2016-01-15 Published:2016-01-15

摘要:

基于人的认识进化规律和教育的为人性,把“教育融合”相对划分为“知识的叠加与组合”和“精神的融合”两个层次。
其中,“知识的叠加与组合”是初层,表现为指向知识拓展的学科相加补缺和学科整合交叉;“精神的融合”是高层,表现为指向
精神培养或教化的学科融合。在“教育融合”的理论探讨和具体实践中,应突出指向精神培育的学科融合。

关键词: 科学教育, 人文教育, 融合, 层次, 知识, 精神

Abstract:

Based on human's cognition evolution laws as well as humanism of education, this paper divides "educate integration" into
two levels: "knowledge nestification and assemblage" and "spirit integration". The "knowledge nestification and assemblage" is the
lower level displaying the supplement of knowledge expansion oriented subjects and the combination of different subjects; "spirit
integration" is the higher level focusing on the integration of spirit or civilization oriented subjects. In the theory exploration and
practice of "education integration", it needs to highlight the integration of spirit oriented subjects.

Key words: science education, liberal education, integration, level, knowledge, spirit

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