民国时期人格教育的传入与推广

The Promotion and Widespread Implementation of Personality Education during the Era of the Republic of China

The Western personality pedagogy, which is the product of the doctrine of rectifying deviations and pursuing the ideal personality and the perfect spiritual life, was introduced in the early years of the Republic of China. It impacted the knowledge-based education view at that time and promoted the emancipation of human beings. The development of personality education in China during the Republic of China can be roughly divided into two stages: introduction and promotion. This process experienced the process of introduction and localization of foreign culture. In the course of its development, character education is characterized by the starting point of saving people’s hearts and improving society. The connotation of personality education has evolved from single to diverse, and the personality education system has tended towards perfection. The enlightenment for the development of personality education in our country includes: First, to develop a wellrounded personality, pursuing all-round development;Second, paying attention to the cultivation of teachers’ personalities and inheriting the spirit of educators;Third, broadening the channels of personality education and fostering students’ independent development.

西方人格教育学说是纠偏主知主义的产物，追求理想人格与完满的精神生活，于民国初年传入，冲击了当时知识本位的教育观，促进了人的解放。民国时期我国人格教育发展大致分为传入与推广两阶段，经历了国外文化的传入与本土化的过程。在发展过程中，呈现以拯救人心、改良社会为出发点，人格教育的内涵由单一到丰富，人格教育体系趋向健全的特征。对当下我国人格教育发展的启示：一是养成健全人格，追求全面发展;二是注重教师人格培育，弘扬教育家精神;三是拓宽人格教育途径，助推学生自主发展。