《中華經典教育三十年》是一本2023年清華大學出版社出版的圖書，作者是祝安順。
基本介紹
- 中文名：中華經典教育三十年
- 作者：祝安順
- 出版社：清華大學出版社
- 出版時間：2023年3月1日
- 頁數：340 頁
- 開本：16 開
- 裝幀：平裝
- ISBN：9787302625247
內容簡介,圖書目錄,作者簡介,
內容簡介
《中華經典教育述論》是新世紀以來第一部從中華經典教育內涵、近百年經典教育發展和經典課程體系構建等三個方面探討中華經典教育的傳承與發展的理論結合實踐的專著。本書既有對中華經典教育概念的解析和構建，也有教育思潮的比較與分析，更有中外經典教育歷史經驗的梳理和總結，還有近三十年來經典教育的全國各地的案例總結和分析，更為重要的是，本書獨立提出了應以思維訓練、價值取向、人格養成作為中國小中華經典教育主要目標，並圍繞此三大目標任務構建全新的中國小經典課程體系。本書作者長期關注中國小經典教育的理論發展和實踐經驗總結，又編寫出版了多套中國小優秀傳統文化教材，其課程化、體驗化和常識化的經驗總結和思想理念，都全部融合到這部書稿里。
圖書目錄
目.錄
引言 經典蘊藏思維，經典教育訓練思維方式 ··········································1
第一章 中華、經典與教育 ··································································8
第一節 中華、中國與中庸 ··································································8
第二節 經典、經學與經世 ································································14
第三節 教育、教化與教改 ································································21
第二章 中華經典教育概述 ································································29
第一節 問題的提出 ·········································································29
第二節 對象與範圍 ·········································································35
第三節 重點與難點 ·········································································43
第四節 內涵與外延 ·········································································51
第五節 研究方法與研究意義 ·····························································56
第三章 中華經典教育的時代思潮 ·······················································64
第一節 人文教育與通識教育 ·····························································64
第二節 全人教育與古典教育 ·····························································68
第三節 傳統文化教育與國學教育 ·······················································72
第四節 儒學教育與讀經教育 ·····························································79
第五節 “人”的教育比較分析 ···························································86
第四章 中華傳統文化教育的百年歷程 ·················································93
第一節 1900—1925年：從“變革”到“廢止” ······································94
第二節 1926—1945年：從“替換”到“提倡” ······································99
第三節 1946—1979年：傳統文化教育的深度發展 ································111
第四節 1980—2012年：從“文化熱”到“國學熱” ·······························114
第五章 中華傳統文化教育實踐總結與案例分析 ····································118
第一節 新加坡儒家倫理課程和教材實踐總結與案例分析 ························118
第二節 中國台灣地區經典課程和教材實踐總結與案例分析 ·····················124
第三節 貫穿國民教育體系始終的傳統文化教育實踐總結與案例分析 ·········132
第六章 從經典誦讀到經典教育 ························································150
第一節 從古典學校到經典誦讀 ·························································150
第二節 經典誦讀政策引領與規範 ······················································157
第三節 從經典誦讀活動到經典教育教學 ·············································161
第四節 1991—2021年：經典教育發展的特徵與趨勢 ·····························173
第七章 中華經典課程體系初探 ························································177
第一節 中華經典課程體系概說 ·························································177
第二節 經典課程實施主體 ·······························································184
第三節 經典課程實施目標 ·······························································198
第四節 課程評價與教研服務 ····························································207
第八章 中華經典課程教學方案 ························································216
第一節 教師與學生、教學與教法 ······················································216
第二節 文字、文章、文學與文化 ······················································221
第三節 經典教學與象思維 ·······························································227
第四節 經典教學與價值取向 ····························································238
第五節 經典教學與人格養成 ····························································246
第六節 經典教學模型初探 ·······························································256
第九章 中華經典教材體系構建 ························································266
第一節 經典教材與中國教育 ····························································266
第二節 傳承發展期三類教材 ····························································272
第三節 體驗型經典教材的外部因素 ···················································284
第四節 體驗型經典教材的內部因素 ···················································289
第五節 體驗型經典教材的內容選擇 ···················································300
第六節 體驗型經典課程與教材體系表 ················································323
參考文獻·······················································································325
跋：行者無疆·················································································328
後記·····························································································331
作者簡介
祝安順,中國教育學會傳統文化教育分會副理事長，中國孔子基金會傳統文化教育分會副會長，山東省大中國小優秀傳統文化傳承工程委員會專家組委員等。致力於中華優秀傳統文化課程化、常識化、體驗化研究。在《孔子研究》《全球教育展望》《中國教育報》《中華讀書報》等發表文章多篇。
