|本期目录/Table of Contents|

[1]王卫华,肖林根.论“教育融合”的内涵[J].宁波大学学报(教育科学版),2013,35(5):19-022.
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论“教育融合”的内涵(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第35卷
期数:
2013年5期
页码:
19-022
栏目:
教育理论与教育史
出版日期:
2013-10-31

文章信息/Info

Title:
-
文章编号:
10080627(2013)05-0019-04
作者:
王卫华肖林根
(湖南师范大学 教育科学学院,湖南 长沙 410081)
Author(s):
-
关键词:
-
Keywords:
education integration science education humanities education
分类号:
-
DOI:
-
文献标志码:
A
摘要:
“教育融合”是科学教育与人文教育两者之间的“边缘地带”发生的对话—理解关系,是一个随着社会文化,特别是学科不断分化和综合发展而持续展布的历史进程。这一“进程”显示为走向、走入和融合三个阶段,并以促进教育中的人的自我完满建构为旨趣。其最终的实现以两种教育趋向作为知识、方法、思维和精神等有机整体的发展水平和两种教育在引导人的完满精神世界的建构方面所达成的一致性的程度为判断的标准。
Abstract:
“Education integration”, a “dialogue-understanding” cross-section of science education and humanities education, has experienced a sustainable progress in history along with social and cultural advance, especially with disciplinary disintegration and synthesization, which displays three phases to move towards and into integration that focuses on human’s ego perfection and construction as its purport. The final integration lies in the development of knowledge, epistemology, mind and spirit, and the perfect construction of personal mental status directed by both educations.

参考文献/References:

[1].刘德华. 科学教育的人文价值[M]. 成都: 四川教育出版社, 2003: 10-12.
[2].周险峰. 教育文本理解论[M]. 广州: 广东高等教育出版社, 2007: 5.
[3].钱忠文. 巴赫金全集: 第1卷[M]. 石家庄:河北教育出版社, 1998: 250-261.
[4].张世英. 哲学导论[M]. 北京: 北京大学出版社, 2010: 19.
[5].伽达默尔. 真理与方法—哲学诠释学的基本特征: 上卷[M].洪汉鼎, 译. 上海: 上海译文出版社, 2004: 55-67.. On the Connotation of “Education Integration”
[6].WANG Wei-hua,XIAO Lin-gen
[7].(College of Education Science, Hunan Normal University, Changsha 410081, China)
[8].Abstract: “Education integration”, a “dialogue-understanding” cross-section of science education and humanities education, has experienced a sustainable progress in history along with social and cultural advance, especially with disciplinary disintegration and synthesization, which displays three phases to move towards and into integration that focuses on human’s ego perfection and construction as its purport. The final integration lies in the development of knowledge, epistemology, mind and spirit, and the perfect construction of personal mental status directed by both educations.

备注/Memo

备注/Memo:
收稿日期:2013-07-05第一作者简介:王卫华(1976-),男,湖北荆州人,副教授/博士,主要
更新日期/Last Update: 2013-10-28