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　　《中華經(jīng)典教育述論》是新世紀(jì)以來第一部從中華經(jīng)典教育內(nèi)涵、近百年經(jīng)典教育發(fā)展和經(jīng)典課程體系構(gòu)建等三個(gè)方面探討中華經(jīng)典教育的傳承與發(fā)展的理論結(jié)合實(shí)踐的專著。本書既有對(duì)中華經(jīng)典教育概念的解析和構(gòu)建，也有教育思潮的比較與分析，更有中外經(jīng)典教育歷史經(jīng)驗(yàn)的梳理和總結(jié)，還有近三十年來經(jīng)典教育的全國(guó)各地的案例總結(jié)和分析，更為重要的是，本書獨(dú)立提出了應(yīng)以思維訓(xùn)練、價(jià)值取向、人格養(yǎng)成作為中小學(xué)中華經(jīng)典教育主要目標(biāo)，并圍繞此三大目標(biāo)任務(wù)構(gòu)建全新的中小學(xué)經(jīng)典課程體系。本書作者長(zhǎng)期關(guān)注中小學(xué)經(jīng)典教育的理論發(fā)展和實(shí)踐經(jīng)驗(yàn)總結(jié)，又編寫出版了多套中小學(xué)優(yōu)秀傳統(tǒng)文化教材，其課程化、體驗(yàn)化和常識(shí)化的經(jīng)驗(yàn)總結(jié)和思想理念，都全部融合到這部書稿里。

作者簡(jiǎn)介

　　祝安順，中國(guó)教育學(xué)會(huì)傳統(tǒng)文化教育分會(huì)副理事長(zhǎng)，中國(guó)孔子基金會(huì)傳統(tǒng)文化教育分會(huì)副會(huì)長(zhǎng)，山東省大中小學(xué)優(yōu)秀傳統(tǒng)文化傳承工程委員會(huì)專家組委員等。致力于中華優(yōu)秀傳統(tǒng)文化課程化、常識(shí)化、體驗(yàn)化研究。在《孔子研究》《全球教育展望》《中國(guó)教育報(bào)》《中華讀書報(bào)》等發(fā)表文章多篇。

圖書目錄

目.錄
引言經(jīng)典蘊(yùn)藏思維，經(jīng)典教育訓(xùn)練思維方式 ··········································1
第一章中華、經(jīng)典與教育 ··································································8
第一節(jié) 中華、中國(guó)與中庸 ··································································8
第二節(jié) 經(jīng)典、經(jīng)學(xué)與經(jīng)世 ································································14
第三節(jié) 教育、教化與教改 ································································21
第二章中華經(jīng)典教育概述 ································································29
第一節(jié) 問題的提出 ·········································································29
第二節(jié) 對(duì)象與范圍 ·········································································35
第三節(jié) 重點(diǎn)與難點(diǎn) ·········································································43
第四節(jié) 內(nèi)涵與外延 ·········································································51
第五節(jié) 研究方法與研究意義 ·····························································56
第三章中華經(jīng)典教育的時(shí)代思潮 ·······················································64
第一節(jié) 人文教育與通識(shí)教育 ·····························································64
第二節(jié) 全人教育與古典教育 ·····························································68
第三節(jié) 傳統(tǒng)文化教育與國(guó)學(xué)教育 ·······················································72
第四節(jié) 儒學(xué)教育與讀經(jīng)教育 ·····························································79
第五節(jié) “人”的教育比較分析 ···························································86
第四章中華傳統(tǒng)文化教育的百年歷程 ·················································93
第一節(jié) 1900—1925年：從“變革”到“廢止” ······································94
第二節(jié) 1926—1945年：從“替換”到“提倡” ······································99
第三節(jié) 1946—1979年：傳統(tǒng)文化教育的深度發(fā)展 ································111
第四節(jié) 1980—2012年：從“文化熱”到“國(guó)學(xué)熱” ·······························114
第五章中華傳統(tǒng)文化教育實(shí)踐總結(jié)與案例分析 ····································118
第一節(jié) 新加坡儒家倫理課程和教材實(shí)踐總結(jié)與案例分析 ························118
第二節(jié) 中國(guó)臺(tái)灣地區(qū)經(jīng)典課程和教材實(shí)踐總結(jié)與案例分析 ·····················124
第三節(jié) 貫穿國(guó)民教育體系始終的傳統(tǒng)文化教育實(shí)踐總結(jié)與案例分析 ·········132
第六章從經(jīng)典誦讀到經(jīng)典教育 ························································150
第一節(jié) 從古典學(xué)校到經(jīng)典誦讀 ·························································150
第二節(jié) 經(jīng)典誦讀政策引領(lǐng)與規(guī)范 ······················································157
第三節(jié) 從經(jīng)典誦讀活動(dòng)到經(jīng)典教育教學(xué) ·············································161
第四節(jié) 1991—2021年：經(jīng)典教育發(fā)展的特征與趨勢(shì) ·····························173
第七章中華經(jīng)典課程體系初探 ························································177
第一節(jié) 中華經(jīng)典課程體系概說 ·························································177
第二節(jié) 經(jīng)典課程實(shí)施主體 ·······························································184
第三節(jié) 經(jīng)典課程實(shí)施目標(biāo) ·······························································198
第四節(jié) 課程評(píng)價(jià)與教研服務(wù) ····························································207
第八章中華經(jīng)典課程教學(xué)方案 ························································216
第一節(jié) 教師與學(xué)生、教學(xué)與教法 ······················································216
第二節(jié) 文字、文章、文學(xué)與文化 ······················································221
第三節(jié) 經(jīng)典教學(xué)與象思維 ·······························································227
第四節(jié) 經(jīng)典教學(xué)與價(jià)值取向 ····························································238
第五節(jié) 經(jīng)典教學(xué)與人格養(yǎng)成 ····························································246
第六節(jié) 經(jīng)典教學(xué)模型初探 ·······························································256
第九章中華經(jīng)典教材體系構(gòu)建 ························································266
第一節(jié) 經(jīng)典教材與中國(guó)教育 ····························································266
第二節(jié) 傳承發(fā)展期三類教材 ····························································272
第三節(jié) 體驗(yàn)型經(jīng)典教材的外部因素 ···················································284
第四節(jié) 體驗(yàn)型經(jīng)典教材的內(nèi)部因素 ···················································289
第五節(jié) 體驗(yàn)型經(jīng)典教材的內(nèi)容選擇 ···················································300
第六節(jié) 體驗(yàn)型經(jīng)典課程與教材體系表 ················································323
參考文獻(xiàn)·······················································································325
跋：行者無疆·················································································328
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