體驗區
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| 篇名 |
解读学生校外生活的教育内涵
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| 並列篇名 |
The Interpretation of the Educational Meaning of Students’ Life outside school
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| 作者 |
杨小微
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| 中文摘要 |
生活世界是人的世界，是人实践的世界，是在实践中展开人际交往互动的世界，是人、教育与世界的「充满生机的联盟」。学生校外生活世界按其与校内生活世界的关系，大致可分为三类：与课堂生活「重迭」的世界、与学校生活「重迭」的世界、相对独立于学生校内生活的校外「生活世界」。学生在家庭生活中的地位、角色及生活空间的丰富自由度，对学生自尊与自信等社会性质量及性别角色意识的形成、对其独立生活、自主发展意识和能力的养成都至关重要；自觉有效的小区环境对学生的成长意味着「安全」、「健康」、「和谐」，而自发的小区环境则是积极和消极作用兼有的「双刃剑」；学生个体生活自主性最强、选择性最大、是未成年期的「闲暇」，如何充分利用这一重要的成长资源，是值得当今教育重点关注的问题。
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| 英文摘要 |
Life-world, as the “vital union” of the people, education and world, belongs to human being, in which people interact in practice. According to the relations between students’ life inside and outside school, there are three kinds of students’ life-world: the life-world overlapping with classroom life, the life-world overlapping with school life, and the life-world that is relatively independent of the life within school. Students’ statuses and roles in their family, and the richness and liberty of life space are crucial to the students’ formation of self-respect, self-confidence and sex consciousness, and to the development of their ability to live independently and develop initiatively. The consciousness and availability of community environment enable students to develop safely, healthily and harmoniously, while the spontaneity of it leads to both positive and negative educational effect. Individual students’ life characterized by great initiative and selectivity is their underage “leisure time”. How to make full use of such an important growth resource is worthy of great attention of today’s education.
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| 頁次 |
53-59
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| 關鍵詞 |
学生
、教育环境
、校外
、「生活世界」
、教育内涵
、Students
、Educational environment
、Life-world outside school
、Educational meaning
、CSSCI
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| 卷期 |
2:6
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| 日期 |
200612
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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