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| "以人为本"对教育发展的启示--罗杰斯的人本主义心理学理论与教育探索浅析 | |
| 引用本文： | 李毅. "以人为本"对教育发展的启示--罗杰斯的人本主义心理学理论与教育探索浅析[J]. 三峡大学学报(人文社会科学版), 2004, 26(2): 94-95 |
| 作者姓名： | 李毅 |
| 作者单位： | 河海大学,人文学院,江苏,南京,210098 |
| 摘 要： | 人本主义被称为心理学的第三势力,其中的代表人物罗杰斯的人本主义心理学的许多关键理论,对于研究教与学、探索教育现象有一定的启示意义.在对罗杰斯的人本主义理论作出基本阐述基础上,将其中对教育产生积极影响的思想精髓与目前教育教学中所体现出来的一些现象、问题和方法综合分析对照,并力求找出两者间的最佳契合点. |
| 关 键 词： | 人本主义 罗杰斯 心理学 教与学 |
| 文章编号： | 1672-6219(2004)02-0094-02 |
| 修稿时间： | 2003-11-27 |
Implications "Humanism" Has on Educational Development:Rogers'''' Psychological Theory of Humanism and Educational Thoughts |
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| LI Yi. Implications "Humanism" Has on Educational Development:Rogers'''' Psychological Theory of Humanism and Educational Thoughts[J]. Journal of China Three Gorges University(Humanities & Social Sciences), 2004, 26(2): 94-95 | |
| Authors: | LI Yi |
| Abstract: | Humanism is called the third force in psychology. Its representative Rogers put forward a lot of theories which has some implications on teaching-learning research. This paper, based on his theories, analyses those that have positive effects on current teaching and puts forward some questions for further discussions. |
| Keywords: | humanism Rogers psychology teaching and learning |
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