正版新书]中华经典教育三十年祝安顺9787302625247

目.录
引言 经典蕴藏思维，经典教育训练思维方式 ··········································1
第一章 中华、经典与教育 ··································································8
第一节 中华、中国与中庸 ··································································8
第二节 经典、经学与经世 ································································14
第三节 教育、教化与教改 ································································21
第二章 中华经典教育概述 ································································29
第一节 问题的提出 ·········································································29
第二节 对象与范围 ·········································································35
第三节 重点与难点 ·········································································43
第四节 内涵与外延 ·········································································51
第五节 研究方法与研究意义 ·····························································56
第三章 中华经典教育的时代思潮 ·······················································64
第一节 人文教育与通识教育 ·····························································64
第二节 全人教育与古典教育 ·····························································68
第三节 传统文化教育与国学教育 ·······················································72
第四节 儒学教育与读经教育 ·····························································79
第五节 “人”的教育比较分析 ···························································86
第四章 中华传统文化教育的百年历程 ·················································93
第一节 1900—1925年：从“变革”到“废止” ······································94
第二节 1926—1945年：从“替换”到“提倡” ······································99
第三节 1946—1979年：传统文化教育的深度发展 ································111
第四节 1980—2012年：从“文化热”到“国学热” ·······························114
第五章 中华传统文化教育实践总结与案例分析 ····································118
第一节 新加坡儒家伦理课程和教材实践总结与案例分析 ························118
第二节 中国台湾地区经典课程和教材实践总结与案例分析 ·····················124
第三节 贯穿国民教育体系始终的传统文化教育实践总结与案例分析 ·········132
第六章 从经典诵读到经典教育 ························································150
第一节 从古典学校到经典诵读 ·························································150
第二节 经典诵读政策引领与规范 ······················································157
第三节 从经典诵读活动到经典教育教学 ·············································161
第四节 1991—2021年：经典教育发展的特征与趋势 ·····························173
第七章 中华经典课程体系初探 ························································177
第一节 中华经典课程体系概说 ·························································177
第二节 经典课程实施主体 ·······························································184
第三节 经典课程实施目标 ·······························································198
第四节 课程评价与教研服务 ····························································207
第八章 中华经典课程教学方案 ························································216
第一节 教师与学生、教学与教法 ······················································216
第二节 文字、文章、文学与文化 ······················································221
第三节 经典教学与象思维 ·······························································227
第四节 经典教学与价值取向 ····························································238
第五节 经典教学与人格养成 ····························································246
第六节 经典教学模型初探 ·······························································256
第九章 中华经典教材体系构建 ························································266
第一节 经典教材与中国教育 ····························································266
第二节 传承发展期三类教材 ····························································272
第三节 体验型经典教材的外部因素 ···················································284
第四节 体验型经典教材的内部因素 ···················································289
第五节 体验型经典教材的内容选择 ···················································300
第六节 体验型经典课程与教材体系表 ················································323
参考文献·······················································································325
跋：行者无疆·················································································328
后记·····························································································331

祝安顺,中国教育学会传统文化教育分会副理事长，中国孔子基金会传统文化教育分会副会长，山东省大中小学优秀传统文化传承工程委员会专家组委员等。致力于中华优秀传统文化课程化、常识化、体验化研究。在《孔子研究》《全球教育展望》《中国教育报》《中华读书报》等发表文章多篇。

民族核心经典蕴藏着民族的思维本源、价值取向和意义世界，中华经典更是深刻地影响着中华儿女的思维方式、价值取向和生命建构。民族文化中积累下来的精神之光，具有引领族群达成共识，共同前行的伟大力量。