西南石油大学学报(社会科学版)

• 高等教育管理 • 上一篇    下一篇

论“教育融合”的意蕴

肖林根   

  1. 岭南师范学院基础教育学院,广东湛江524307
  • 出版日期:2014-11-01 发布日期:2014-11-01
  • 通讯作者: 肖林根,1987 年生,男(汉族),江西宜春人,助教,硕士,研究方向:教育基本理论。

On the Significance of“Education Integration”

XIAO Lin-gen   

  1. Basic Education College,Lingnan Normal University,Zhanjiang,Guangdong,524307,China
  • Online:2014-11-01 Published:2014-11-01
  • Supported by:

    湛江师范学院基础教育学院科研资助项目(XM305)。

摘要:

“教育融合”是科学教育与人文教育从自己的视域出发,在两者间的边缘领域,以沟通、对话的方式,形成和
发展的一种镶嵌关系。这种关系表征为“民主—平等”、“创造—生成”、“持续—开放”和以人为本四个方面,它意味
着走向并建立科学教育与人文教育的合理联结,在科学教育、人文教育自我的拓展中,达到师生有效交流,进而实现人
的精神世界的完满建构。

关键词: 科学教育, 人文教育, 教育融合, 素质培养, 人的完满建构

Abstract:

“Education Integration”is the overlapping relationship between science education and humanity education;it had
been shaped and developed by way of communication and of dialogue on the frontiers of science education and humanity
education. The relationship includes four aspects:“democracy and equality”,“creation and generation”,“sustainment and
opening”and“people first”.“Education Integration”shows that reasonable joint has been established in the virtue of the selfdevelopment
of science education and humanity education;teachers would have more effective communication with students,
and hence the all-round development of human spirit.

Key words: science education, humanity education, education integration, quality-oriented education, all-round development
of human spirit