|本期目录/Table of Contents|

[1]崔诚亮,杨蜜.孔子的五段式教学过程思想及其现实性[J].集美大学学报(教育科学版),2017,18(01):55-58.
　CUI Cheng-liang,YANG Mi.The Thought of Confucius’ s Five Stage Teaching Process and Its Practical Significance[J].Journal of Jimei University(Education Science Edition),2017,18(01):55-58.
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孔子的五段式教学过程思想及其现实性()
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《集美大学学报（教育科学版）》[ISSN:1671-6493/CN:35-1238/U]

卷:
第18卷
期数:
2017年01期
页码:
55-58
栏目:
教学史研究
出版日期:
2017-01-28

文章信息/Info

Title:
The Thought of Confucius’ s Five Stage Teaching Process and Its Practical Significance
作者:
崔诚亮; 杨蜜
（青岛理工大学琴岛学院，山东 青岛 266106）
Author(s):
CUI Cheng-liang; YANG Mi
(Qindao College, Qingdao Polytechnic University，Qingdao 266106，China)
关键词:
孔子; 五段式教学过程; 现实意义
Keywords:
Confucius;  the five stage teaching process;  practical significance
分类号:
-
DOI:
-
文献标志码:
A
摘要:
孔子在长期的教育教学生涯中，形成了“博学、审问、慎思、明辨、笃行”五段式教学过程思想。孔子的五段式教学过程思想是其教育思想的精髓，它直接影响了我国古代教育事业的形成与发展，对我们今天深化教育教学改革仍具有重要的现实意义。
Abstract:
Confucius in the long-term teaching career, formed a “learned, the interrogation, the careful and extensively, Atsuyuki” five thought about the teaching process. Thought of five stage teaching process is the essence of Confucius’s educational thought, which has a direct impact on the formation and development of education in ancient China, still has important practical significance for us to deepen the reform of education today.

参考文献/References:

相似文献/References:

[1]李墨.孔子“有教无类”教育思想与师生观探析[J].集美大学学报(教育科学版),2015,16(02):55.
　LI Mo.Analysis of Confucius “no child left behind” Education Thought and Relationship between Teachers and Students[J].Journal of Jimei University(Education Science Edition),2015,16(01):55.
[2]朱乐平.先秦儒家师道观及其现实意义探究——以孔子、孟子、荀子为例[J].集美大学学报(教育科学版),2014,15(04):15.
　ZHU Le-ping.The Study of Pre-Qin Confucians’ Concept on Teaching Profession and contemporary Enlightenment[J].Journal of Jimei University(Education Science Edition),2014,15(01):15.

备注/Memo

备注/Memo:
更新日期/Last Update: 2017-03-09