| 实学教育发展与中国的现代化(论纲) |
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| 引用本文： | 金忠明.实学教育发展与中国的现代化(论纲)[J].河北师范大学学报(教育科学版),2005,7(1):32-35. |
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| 作者姓名： | 金忠明 |
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| 作者单位： | 华东师范大学,教育科学学院,上海,200062 |
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| 摘 要： | 中国实学教育的发展经历了三期重大演化，初期发展的墨学、法学实学教育思想强调治国、强国的功利追求，中期与后期的实学教育思想则更明显地体现出抗击外族入侵的民族斗争意识，其发展的趋势呈现出由技术之实到科学民主之实再到革命之实的层层递进。中国与西方的实学教育思想各具特征，融合多元化实学教育资源，对中国社会现代化进程有重要的促进作用。
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| 关 键 词： | 实学教育思想 教育发展 教育资源 重大 论纲 多元化 融合 中国 发展经历 现代化 |
| 文章编号： | 1009-413X(2005)01-0032-04 |
| 修稿时间： | 2004年9月28日 |
A developmental study of the pragmatic education and Chinese modernization |
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| JIN Zhong-ming.A developmental study of the pragmatic education and Chinese modernization[J].Journal of Hebei Normal University,2005,7(1):32-35. |
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| Authors: | JIN Zhong-ming |
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| Abstract: | Chinese pragmatic education has undergone three major changes in history. The first stage witnesses the Mo- tse s pragmatic concept and/or legal ideation of education on strengthening the ruling by profit. The latter two stages of pragmatic education are characteristic of the national awareness of ami - foreign invasions, intending to gradually develop from the technology pragmatism to democracy pragmatism and further to revolution pragmatism. Despite the differences between the Chinese and western pragmatic educationsf, the essence of the concepts are quite significant for Chinese modernization. |
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| Keywords: | pragmatism education modernization |
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