| 论教育沟通发生的动机和动力 |
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| 引用本文： | 张东娇.论教育沟通发生的动机和动力[J].辽宁师范大学学报(社会科学版),2003,26(4):27-30. |
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| 作者姓名： | 张东娇 |
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| 作者单位： | 北京师范大学,国际与比较教育研究所,北京,100875 |
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| 基金项目： | 教育部人文社会科学研究项目(02JA880008) |
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| 摘 要： | 教育沟通是指教育与受教育之间通过有效语言和其他方式,运用合理协调方式达成互识或形成共识的一种人际沟通。教育沟通的动机有两类：求同存异和求异存同。“异”或矛盾是重要的。具有动力学意义。导致教育沟通发生的“异”条件或动力主要有身份差异、角色期待差异和视界差异等。
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| 关 键 词： | 教育沟通 动机 动力 |
| 文章编号： | 1000-1751(2003)04-0027-04 |
| 修稿时间： | 2003年3月20日 |
On the Motive and Driving Force of Educational Communication |
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| ZHANG Dong-jiao.On the Motive and Driving Force of Educational Communication[J].Journal of Liaoning Normal University(Social Science Edition),2003,26(4):27-30. |
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| Authors: | ZHANG Dong-jiao |
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| Abstract: | Educational communication means that an educator and the educated reach or develop a kind of mutual or common human understanding by effective languages and oilier means and some reasonable coordination. Il falls into two lypesi seek common ground while reserving differences and seek differences while reserving common ground. "Difference" or contradiction is important, having a meaning of dynamics. The "differenee"condiu'ons or driving forces which cause educational communication are chiefly identity difference, role expectation difference, visual perspective difference, etc. |
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| Keywords: | educational communication motive driving force |
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