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近几年,赏识教育越来越受到人们的青睐。在我们一直信奉“不打不成才”“棍棒下面出孝子”“严师出高徒”等观念下,赏识教育为学校教育吹进了一股清风,为学生的健康成长创造了更好的环境。但在日常教育教学中,相当一部分教师并不理解赏识教育的真正内涵,将赏识教育等同于“表扬”学生,也带来了一些负面效应。本文从哲学的高度重新审视赏识教育,以期准确地认识和实施赏识教育,充分发挥其效用。一、现象与本质:赏识教育的基本内涵辩证唯物主义认识论认为,事物都有其现象与本质,现象是事物的表面特征和外部联系,它是
In recent years, appreciation education has become more and more popular. In the notion that we have always believed in “not playing unbeatable talents,” “sticky sticks under the sticks,” “strict discipline and high disciples,” appreciation education has blew a breeze into school education and created a healthy growth for students. A better environment. However, in the daily education and teaching, a considerable number of teachers do not understand the true connotation of appreciation education, and equate appreciation education with “praise ” students, but also bring about some negative effects. This article re-examines appreciation education from the perspective of philosophy in order to accurately understand and implement appreciation education and give full play to its effectiveness. I. Phenomenon and Nature: The Basic Connotation of Appreciating Education The dialectical materialist epistemology holds that things have their own phenomena and essence. Phenomenon is the surface features and external relations of things. It is