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   美善 在 教育理论与教育管理 分类中 的翻译结果: 查询用时:0.007秒
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美善
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    Moral learning via ecological experience highlights the practical,enjoyable and reflec- tive characteristics of moral education,leading moral education to approaching beauty,goodness, and harmony.
    生态体验式道德学习凸显了道德教育的践履性、享用性和反思性特征,使道德教育臻于美善和谐境界。
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There is a brilliant civilization history of education in China. During the course of education,educators of past ages have formed a fine national tradition of the principles a teacher abides by. It's core part leaves us a model in honest,sincere and kindhearted. This tradition has a practical significance to be inherited, developed and brightened today.

我国有一部煌煌的教育文明史。历代教育家在教育教化过程中形成了优良的民族师道传统。其核心部分在真诚、笃实、美善三个方面 ,这一传统直到今天 ,仍有继承、发扬和光大的现实意义

Confucius was the founder of Confucianism. He devoted into resuming Choudecorum in his lifetime, and brought out a suit of personality aesthetic thoughts with bright ational features: Beauty is equal to Good, "Benvolence" is the topmost criterion of personality aesthetic education; Quality and Form are equally important, "Gentle" is the basic request of behavior aesthetic education; Sentiment is syncretic in Manners, both of Poetry and Music are important means in sentimental aesthetic education; Learning is...

Confucius was the founder of Confucianism. He devoted into resuming Choudecorum in his lifetime, and brought out a suit of personality aesthetic thoughts with bright ational features: Beauty is equal to Good, "Benvolence" is the topmost criterion of personality aesthetic education; Quality and Form are equally important, "Gentle" is the basic request of behavior aesthetic education; Sentiment is syncretic in Manners, both of Poetry and Music are important means in sentimental aesthetic education; Learning is Thinking, "Knowledge combined with Action" is the idiographic ways and means of personality aesthetic education. Today, these theories are still provided with farreaching practical meaning.

孔子作为儒家美学的奠基人,终生以"克己复礼"作为自己的神圣使命,并提出了一套较完整的具有鲜明民族特色的人格美育思想体系,即:美善统一,把"仁者爱人"作为人格美育的最高标准;质、文并重,把"文质彬彬"作为行为美育的基本要求;情礼兼融,把"诗乐相辅"作为情感美育的重要手段;学思结合,把"知行合一"作为人格美育的具体实践途径和方法。

The category of moral learning via ecological experience,based on the existence practice of perceptual individual life,reflects and reconstructs moral education process from natural ecolo- gy,quasi-ecology,and inner ecology,creates a cultural climate suitable for encyclopedic learning and healthy personality growth,so that the guide and the guided,with holographic absorption and whole brain enlightenment,can stimulate their life potentials and inspiration and develop healthy personality.Moral learning via ecological...

The category of moral learning via ecological experience,based on the existence practice of perceptual individual life,reflects and reconstructs moral education process from natural ecolo- gy,quasi-ecology,and inner ecology,creates a cultural climate suitable for encyclopedic learning and healthy personality growth,so that the guide and the guided,with holographic absorption and whole brain enlightenment,can stimulate their life potentials and inspiration and develop healthy personality.Moral learning via ecological experience highlights the practical,enjoyable and reflec- tive characteristics of moral education,leading moral education to approaching beauty,goodness, and harmony.Moral learning via ecological experience,with Examples in Juvenile Moral Experi- ence as the introductive clue,performs inter-grade circulation in school-based practice and continu- ously achieves three-dimensional development in terms of the annexation of the above three layers of ecology.

生态体验式道德学习范畴基于个体生命的生存实践,从自然生态、类生态和内生态之三重生态视角反思和重构道德教育过程,营造适合百科知识学习和人格健康成长的文化氛围,使导引者和体验者双方全息沉浸,全脑贯通,激发生命潜能和灵性,陶养健康人格。生态体验式道德学习凸显了道德教育的践履性、享用性和反思性特征,使道德教育臻于美善和谐境界。生态体验式道德学习以《未成年人道德体验例话》为导入线索,在校本实践中实现“届际循环”,在三重生态圆融互摄的意义上不断获得立体拓展。

 
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