| 教育对象内涵发展论 |
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| 引用本文： | 张建东.教育对象内涵发展论[J].洛阳大学学报,2006,21(1):123-125. |
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| 作者姓名： | 张建东 |
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| 作者单位： | 洛阳大学,师范学院,河南,洛阳,471039 |
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| 摘 要： | 教育对象内涵发展的4阶段:让“我能行”的理念植根于小学生的心田上;让“我会做”表现在中学生每一双灵巧的手上;让“我是我”在大学生追求真理的创新活动中叫响;让“我幸福”伴随于继续教育自我完善和谐发展中。
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| 关 键 词： | 主体性 内涵 发展 |
| 文章编号： | 1007-113X（2006）01-0123-03 |
| 收稿时间： | 2006-02-03 |
| 修稿时间： | 2006年2月3日 |
On Development of Connotation of the Education Target |
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| ZHANG Jian-dong.On Development of Connotation of the Education Target[J].Journal of Luoyang University,2006,21(1):123-125. |
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| Authors: | ZHANG Jian-dong |
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| Abstract: | There are four different stages of the development of connotation of the target,namely: effort should be made to plant the belief of "I can do" into the heart of the pupils;let the belief "I can do" shows on the flexible hands of every middle school students;let "I am myself" belief sounds loud during the innovative activities of pursuing the truth and let "I am in happiness" belief accompanies with harmonious development of continuous education self-perfection. |
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| Keywords: | education target connotation development |
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