论凯兴斯泰纳的教师观及其现实意义

发布时间：2018-05-17 06:30

本文选题：凯兴斯泰纳 + 教育学概念的教师　；参考：《比较教育研究》2009年01期

【摘要】：凯兴斯泰纳是德国著名教育家,公民教育和劳作教育思想是其教育思想的核心,然而其教育思想中的教师观却一直没有引起人们关注。凯兴斯泰纳教师观的主要内容有:知识不能成为评价一个人是否是教师的惟一标准,一个仅仅具有一些理论知识的人不能称之为一个真正的教师,判断一个教师是否合格更应该从实践的角度,教师应该是一个"实践的教育者";教师应具有爱的倾向与热情、教育机智、对个性诊断的能力、人格影响力等素质。凯兴斯泰纳的教育思想具有很强的现实意义。
[Abstract]:Kexingsteiner is a famous educator in Germany. The thought of civic education and labor education is the core of his educational thought. However, the concept of teacher in his educational thought has not attracted people's attention. The main contents of Ketchingsteiner's view of teachers are: knowledge cannot be the only criterion for evaluating whether a person is a teacher, and a person who has only some theoretical knowledge cannot be called a real teacher. In order to judge whether a teacher is qualified or not, the teacher should be a practical educator, and the teacher should have the qualities of love and enthusiasm, educational wit, ability to diagnose personality, personality influence and so on. Kexingsteiner's educational thought is of great practical significance.
【作者单位】：合肥师范学院教育系;教育部人文社会科学重点研究基地北京师范大学国际与比较教育研究中心、北京师范大学国际与比较教育研究所;
【基金】：教育部人文社会科学重点研究基地北京师范大学教师教育研究中心2006年度重大研究项目《我国学科教师专业发展研究》(项目批准号:06JJD880005) 安徽省教育厅2007年人文社会科学研究项目“教师专业性向对其专业发展影响的研究”(2007SK200)的阶段性成果
【分类号】：G451

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