| 论颜元的人才观 |
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| 引用本文： | 檀慧玲.论颜元的人才观[J].河北师范大学学报(教育科学版),2004,6(6):60-62. |
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| 作者姓名： | 檀慧玲 |
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| 作者单位： | 河北大学,教育学院,河北,保定,071002 |
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| 摘 要： | 颜元所倡导的实学教育的教育目的是建立在他对人才认识的基础上的，他认为人才是国家繁荣、社会发展的根本。颜元的人才观中渗透了全面发展的内涵，他认为“通儒”之才和“专门”之才都可称为圣贤，每个人都应该得到全面发展。在人才培养的方式方面，颜元认为学校是人才培养的重要场所，教育过程中要因材施教，并且他认为“习行”是人才培养的重要手段。
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| 关 键 词： | 人才 通儒 习行 |
| 文章编号： | 1009-413X(2004)06-0060-03 |
| 修稿时间： | 2004年10月13 |
Yan Yuan on human resources |
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| TAN Hui-ling.Yan Yuan on human resources[J].Journal of Hebei Normal University,2004,6(6):60-62. |
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| Authors: | TAN Hui-ling |
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| Abstract: | Yan Yuan's purpose of pragmatic education is attaching importance to practice, thus aiming at training practical talents. He regards those with pragmatic learning as the fundamental element for the national prosperity and social development. His educational thoughts of pragmatism are profound in that both the so-called versatile Confucians and the professional should take any chance to have a sufficient development of their sense of pragmatism in their teaching and learning of aptitude. Besides, he takes practice as the crucial way in personal training. |
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| Keywords: | talent versatile Confucians practice |
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