Humanism and god - origins of comenius ' educational thoughts 夸美纽斯的教育思想本源
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Comenius ' educational thoughts and his quot; magna didactics quot 看夸美纽斯的教育思想
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Brief analysis on the educational administrative thought by comenius and its influence on western education 简论夸美纽斯教育管理思想及其对西方教育的影响
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In order to enlighten the educational researches and practice , this text discuss the educational theories of the enterprise and its meanings in the magna didactics , which is johann amos comenius ' magnum opus 论文探讨了夸美纽斯的代表作《大教学论》中的首创性教育理论及其意义，以期对教育学研究和教育实践有所启发。
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As a famous educationalist in western educational history , johann amos comenius took over from the past and set a new course for the future , his educational theories and practice were leading at that time , which still enlighten and inspire us today 摘要夸美纽斯是西方教育史上起着承前启后作用的教育家，他的教育思想和教育实践在当时是超前的，至今，对我们仍有启示和示范作用。
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As far as foreign teaching thoughts are concerned , the paper focuses on the fundamental viewpoints of experienced teaching contained in the teaching thoughts of ancient greek philosophers , j . a . comenius , jean jacques rousseau , john dewey , etc . as for domestic teaching thoughts , the paper lays emphasis on viewpoints of experienced teaching contained in the teaching thoughts of confucius , metaphysicians of wei dynasty and jin dynasty , wang shouren , cai yuanpei 主要从古代、近现代中外教学思想中探寻体验教学的渊源。国外部分，主要论述了古希腊哲学家、夸美纽斯、卢梭、杜威教学思想中蕴涵的体验教学的基本观点。国内部分，着重阐明了孔子、魏晋玄学家、王守仁、蔡元培教学思想中的体验教学观。
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This theory and model of thinking has methodological significance to education research , has enlightening significance to research on perspective of student in the perspective of postmodernism , firstly , this article interrogates modern perspective of student , which shows in tow aspects : three classic perspectives of student are described and criticized , which are , comenius " " on the clock " , locke ' s " on white paper " and kant ' s " on ration " 这一理论和思维方式，对于教育科学研究具有重要的方法论作用，其中对于学生观的研究具有重要的启示意义。在后现代主义的视野里，本文首先对现代学生观进行了质疑，这表现在两个方面，一是着重考察和批判了自近代以来的三种经典学生观，即夸美纽斯的“时钟论” 、洛克的“白板说”和康德的“理性论” 。
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Sixth , about the founder of education , herbart suggested that students should not only rely on teachers and we should not confine them to school . so the whole society including family , school , community etc should participate in education as a founder . thus , herbart ' s thought about education broke the idea from comenius that the teacher is all - powerful . but many people think that herbart only emphasized " teach " but looked down on " study " 在办学主体上，赫尔巴特主张学生的学习不能只寄托在教师身上、学生的发展不能只局限在学校，这就打破了从夸美纽斯以来的“教师万能论” ，而很多人认为赫尔巴特只重“教”不重“学” 。
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This article criticizes the theoretic basis of mechanism in perspective of student in comenius " " on the clock " , criticize the idea regarding students as learning machines , interrogates locke ' s idea that " the mind is like a piece of white paper , there no marks and ideas on it " deconstruct the absolute hegemony education to the students " development and teachers to students , criticizes kant ' s absolute ration and human nature ' s permanence , generalization , criticizes kant ' s idea that human is existing of rational animal , criticizes kant ' s educational claim that children absolute subject to ration , and criticizes herbart ' s theory that teachers is the center which is influenced by kant 在文章中，批判了夸美纽斯“时钟论”学生观的理论基础? ?机械论，批判了把学生看作“学习的机器”的观点；对洛克的儿童心灵犹如“一张白纸，上面没有任何记号，没有任何观念”的观点进行了质疑，解构了教育对学生成长、教师对学生教育的绝对霸权；批判了康德的绝对理性以及人性的永恒性、普遍性，批判了康德的“人是理性动物的存在”的观点，批判了康德“儿童绝对服从理性”的教育主张，并进一步批判了受康德影响的赫尔巴特的“教师中心论” 。
