罗杰斯“咨学相鉴”人本主义思想对基础教育教学改革的启示
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摘要
罗杰斯人本主义心理学的核心是"以来访者为中心"的心理治疗理念。罗杰斯借鉴其临床心理工作经验把这种治疗理念迁移到学校教育教学当中,倡导"以学生为中心、自由学习"的教育模式。呼应当前基础教育教学改革"学生本位"的发展趋势,罗杰斯人本主义思想在基础教育教学改革中的实践思路可以从教师角色转型与师生关系构建、学科教育与学科精神并举、建立学生自主学习的教学环境、全人教育导向的非智力因素开发这四个方面进行。
The core of Rodgers humanistic psychology is the concept of client-centered therapy.From inspiration of his experience in clinical psychological work, Rodgers brings this therapeutic con-cept to school education, and advocates the educational model of"student-centered and free learning".In correspondence to the current tendency of"student standard"in the teaching reform of basic educa-tion, the practice of Rodgers humanistic thoughts can be taken through four aspects: transforming therole of teacher and establishing the relationship between teacher and student,developing discipline spir-it as the same important as discipline education, creating the environment for students' autonomous learning and the development of non-intellectual factors for holistic education.
The core of Rodgers humanistic psychology is the concept of client-centered therapy.From inspiration of his experience in clinical psychological work, Rodgers brings this therapeutic con-cept to school education, and advocates the educational model of"student-centered and free learning".In correspondence to the current tendency of"student standard"in the teaching reform of basic educa-tion, the practice of Rodgers humanistic thoughts can be taken through four aspects: transforming therole of teacher and establishing the relationship between teacher and student,developing discipline spir-it as the same important as discipline education, creating the environment for students' autonomous learning and the development of non-intellectual factors for holistic education.
引文
[1]核心素养研究课题组.中国学生发展核心素养[J].中国教育学刊,2016(10):1-3.
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[3]陈宝生.办好中国特色社会主义教育以优异成绩迎接党的十九大胜利召开[N].中国教育报,2017-02-07(001).
[4]车文博.人本主义心理学[M].杭州:浙江教育出版社,2003:107-474.
[5]Thorne B.Carl Rogers[M].Sage Publications Ltd,2003.24-43.
[6]Witty M C.Client-centered therapy[M]//Bieling P.Reviewof Handbook of homework assignments in psychotherapy:Re-search,practice,and prevention.Springer US,2007:35-50.
[7]Rogers C R.Significant aspects of client-centered therapy[J].American Psychologist,1946,1:415-422.
[8]卡尔·罗杰斯.成为一个人[M].宋文里,译.台北:久大文化、桂冠图书股份有限公司,1990:329-348.
[9]车文博.人本主义心理学元理论[M].北京:首都师范大学出版社,2010:133-188.
[10]卡尔·罗杰斯,杰罗姆·弗赖伯格.自由学习[M].王烨晖,译.北京:人民邮电出版社,2015:10-375.
[11]岳天明.试论我国教育人类学的学科定位与学科精神[J].民族教育研究,2008,19(1):35-41.
[12]张熙.罗杰斯的“非指导性”教学模式和主导主体思想[J].教育研究,1996(2):63-66.
[2]国家中长期教育改革和发展规划纲要(2010—2020年)[N].人民日报,2010-07-30(013).
[3]陈宝生.办好中国特色社会主义教育以优异成绩迎接党的十九大胜利召开[N].中国教育报,2017-02-07(001).
[4]车文博.人本主义心理学[M].杭州:浙江教育出版社,2003:107-474.
[5]Thorne B.Carl Rogers[M].Sage Publications Ltd,2003.24-43.
[6]Witty M C.Client-centered therapy[M]//Bieling P.Reviewof Handbook of homework assignments in psychotherapy:Re-search,practice,and prevention.Springer US,2007:35-50.
[7]Rogers C R.Significant aspects of client-centered therapy[J].American Psychologist,1946,1:415-422.
[8]卡尔·罗杰斯.成为一个人[M].宋文里,译.台北:久大文化、桂冠图书股份有限公司,1990:329-348.
[9]车文博.人本主义心理学元理论[M].北京:首都师范大学出版社,2010:133-188.
[10]卡尔·罗杰斯,杰罗姆·弗赖伯格.自由学习[M].王烨晖,译.北京:人民邮电出版社,2015:10-375.
[11]岳天明.试论我国教育人类学的学科定位与学科精神[J].民族教育研究,2008,19(1):35-41.
[12]张熙.罗杰斯的“非指导性”教学模式和主导主体思想[J].教育研究,1996(2):63-66.