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卢梭有用教育观的基本内涵是根据少年的身心需要教给少年有用的知识与技能,培养身心健康、快乐而又满足的少年,激发少年本身的好奇心与探索欲,具有鲜明的发展性、自主性、灵活性与针对性等特征。卢梭强调,教育要坚持顺应儿童天性、注重好奇心与兴趣的培养以及调动儿童自身经验的原则,采用自主发现提升策略、自然课程实施策略和有效实践行动策略,使用灵活有效的教学方式,促进学生对“有用”事物的汲取与内化。
The basic connotation of Rousseau’s concept of useful education is to teach juveniles useful knowledge and skills based on their physical and mental needs, to cultivate healthy, happy and satisfied teenagers, to inspire youngsters’ own curiosity and desire for exploration, with distinctive development and independence. Features such as sexuality, flexibility and pertinence. Rousseau emphasized that education should adhere to the principle of adapting to children’s nature, focusing on the cultivation of curiosity and interest, and mobilizing children’s own experience. We should use self-discovery promotion strategies, natural curriculum implementation strategies and effective practical action strategies, and use flexible and effective teaching methods to promote students. The acquisition and internalization of “useful” things.