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终身教育理论形成于20世纪60年代中后期;该理论的代表人物是法国著名教育家保罗·朗格朗等人,这一理论强调教育不应该局限于学校教育阶段,教育应该是个体从摇篮到坟墓的终身化的过程,教育应该是面向全体成员的,应该更加关注学习者的实际需求,关注学习者学习能力和终身学习情感态度的养成;终身教育理论的问世,奠定了我国继续教育的理论基础,对我国高校图书馆人员继续教育的目标、继续教育的内容、教学模式诸多方面产生了重大的影响。
Lifelong education theory was formed in the late 1960s; the representative of the theory is the famous French educator Paul Langrange and others, this theory emphasizes that education should not be limited to the school education stage, education should be the individual from cradle to The lifelong process of graves, education should be for all members, should pay more attention to the actual needs of learners, concerned about the learning ability of learners and life-long learning to develop emotional attitude; The advent of lifelong education theory, laid the foundation for continuing education in China The theoretical foundation has a significant impact on the goals of continuing education for university library staff, the content of continuing education, and the teaching mode.