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題 名 | 理想主義與經驗主義之幼兒教育 |
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作 者 | 蔡秋桃; | 書刊名 | 臺南師院學報 |
卷 期 | 24 1991.06[民80.06] |
頁 次 | 頁195-205 |
分類號 | 523.2 |
關鍵詞 | 幼兒教育; 理想主義; 經驗主義; |
語 文 | 中文(Chinese) |
中文摘要 | 十九世紀與二十世紀初,理想主義(Idealism)與經驗主義(Empiricism)成為導幼 教發展的兩大對抗主流。理想主義視知識為永�琱�變透過心靈感知而來;經驗主義則視經驗 為知識之來源。 本文之目的,在於闡釋理想主義與經驗主義之知識論及其在幼兒教育上之應用與影響, 並探討其做為今日幼兒教育基礎之效度。一言以蔽之,從皮亞傑(Piaget)認知發展之構建觀 點而言,理想主義與經驗主義均各有所偏而無法成為今日幼兒教育之充分基礎。、 |
英文摘要 | During the nineteenth and early twentieth centuries, two competing philosophies of knowledge influenced the development of educational programs for young children: idealism and empiricism. In idealism, knowledge is viewed as fixed and eternal, gained through the perception of the mind; whereas in empiricism experience is regarded as the source of knowledge. The purpose of this paper is to delineate the knowledge theories of both idealism and empiricism their applications in and influences on early childhood education, as well as to examine the validity of their use as the basis for early childhood education today. In brief, in light of Piaget's constructive view of cognitive development, both idealism and empiricism are biased in some way and thus cannot serve as an adequate basis for early childhood education today. |
本系統中英文摘要資訊取自各篇刊載內容。