作　　者： ;

机构地区： 深圳职业技术学院

出　　处： 《教育理论与实践》 2017年第7期3-7,共5页

摘　　要： 人们对教育客体的认识存在误区,难以突破＂教育客体是人＂的思维定式,其实质是对客体概念缺乏彻底的理解,没有形成科学的认知,其最大的认识障碍和误区是将＂受教育者＂和＂教育对象＂等同于＂教育客体＂。人不是教育客体,但教育客体绝不是＂人＂以外的物或现象。教育作为＂成人＂之学,归根到底就是改变受教育者的某种或某些内在的功能性要素,使其更加符合生活和社会的需要。人的内在的功能性要素即为教育客体,其现实的存在形态和表现样态是＂素质＂和＂能力＂。明确教育客体,对于提升教育学的科学性和教育实践活动的有效性具有重要的意义和价值。 There are many misunderstandings which existed in people＇s views about education object.It is difficult for people to break through the thinking pattern that＂the object of education is human＂.Actually,it is lacking of deep understanding about the concept of educational object,and result in unscientific cognition.The biggest obstacle is that＂the educatees＂and＂educational targets＂are equal to＂educational objects＂.Human is not educational object,but the educational object is absolutely not something except＂human＂.As a subject of＂educating people＂,in the final analysis,the education is aimed to change educatees＇ some inherent functional elements,so that it is conform to the needs of life and society.People＇s inherent functional elements are educational objects which existence states and expression form are＂quality＂and＂ability＂.To make clear the object of education is important and value to inrease the scientificness of education and the effectiveness of educational practice.

关 键 词： 教育客体 功能 结构 素质 能力

分 类 号： [G40-011]

领　　域： []