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篇名 |
同情的三个向度及其教育意蕴
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並列篇名 | Three Orientations of Sympathy and Their Educational Meaning |
作者 | 武秀霞 |
中文摘要 | 同情具有多面性。它不仅仅是情感或情绪的反应,也并不与认知、理智等相对立,甚至也不是将智性因子排除在外的盲目的情感冲动,而是由情感、认知、体验、理解、态度、行为等因子交融而成的具有多个向度和价值追求的多面体。同情拥有情感、认知和行动三个主要向度。不同向度的同情往往也含涉了一定的情感、情绪、理智、行为、意志等成分,并拥有相对不同的价值基点和意义追求。正因为如此,同情性教育具有了无限、丰富的可以实践、探索和发展的空间。 |
英文摘要 | Sympathy is multifaceted. Sympathy i s not just an emot i onal or affect i ve react i on; it i s not contradictory to cognition and intellect etc. ; and t s not blind emotional impulse that eliminates intellec- tual factors. Instead sympathy s a polyhedron with many orientations and value pursuits, formed through the integration of factors such as feelings, cognition, experience, comprehension, attitudes and behaviors etc. There are three main orientations in sympathy: emotion orientation, cognitive orientation and action orientation. Each of orientations contains some elements of feelings, cognition, experience, comprehen- sion, attitudes and behaviors etc. , and has relevantly d i fferent value basis and meaning pursuit. Because of this, there s abundant space for sympathy education to explore, practice and develop. |
起訖頁 | 042-052 |
關鍵詞 | 同情、情感向度、认知向度、行动向度、同情性教育、sympathy、emotion orientation、cognitive orientation、action orientation、sympathy education |
刊名 | 教育學報 |
期數 | 201510 (11:5期) |
出版單位 | 北京師範大學 |
DOI |
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| 回归教育中的同情之爱 |
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