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Rozprawy doktorskie na temat "Confucianisme et éducation"
Zhang, Fang. "Stratégies d'éducation des élites économiques chinoises sous les dynasties Ming et Qing et depuis la politique de réforme et d'ouverture". Paris, EHESS, 2016. http://www.theses.fr/2016EHES0053.
Pełny tekst źródłaTo better understand the various phenomenon and questions around the Chinese economy, we need to further understand the Chinese entrepreneur. In this study, we place this issue in the context of Chinese history and social environment. We have chosen two groups of economic elites as research subjects: from the Ming (1368-1644) and Qing(l 644-1911) dynasties of the Chinese empire era, and today, following the policy of reform and opening up (1978. . . ). First, we need to make clear what the educations strategies are for both of these groups' successors. Then, we must examine their education strategies, as the main thread of this paper, by comparing them and analyzing the legal, political, and traditional context. By looking at what could impact their educational strategies, we can find the principle reasons for the differences between them. Both the content and the results of these educational strategies for their children give us a better understanding of the Chinese entrepreneur
Chong, Yize. "Recherches comparatives sur les doctrines pédagogiques, éthiques, politiques et philosophiques d'Isocrate et de Confucius : Aux origines des traditions humanistes occidentales et chinoises". Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0052/document.
Pełny tekst źródłaBoth Isocrates and Confucius attached first importance to ethics education and then to harmony education. They required especially their disciples to attain self-improvement spiritually. In particular, the two greatmasters also put forward their unique teaching objectives respectively. Isocrates hoped to train perfect rhetoricians, let them grasp "doxa"--the philosophical method of meditation, to seek the truth, and use their moralorations to persuade and lead the audience to eventually devote the public to serving the Greek cause. Confucius hoped to cultivate an image of"gentleman", who was not only a perfect human moral standard, but also anobserver of etiquette, a follower of benevolence and the doctrine of the mean,and an explorer to follow the path to the harmony of human and the universe. The wisdom of Isocrates and Confucius greatly promoted the pace of progress of social peace and the happiness of the general public in their respective times. Isocrates introduced the concept of "Greek" (Hellenisation) for the entire Greek territory while Confucius advocated to restore rites andlaid the foundation for the traditional Chinese culture, Confucianism. But their influence today varies greatly: Isocrates has not been inherited and researched as much as Confucius. In a word, these two great sages have made remarkable contributions to human kind with Isocrates in rhetorics and Confucius in humanistic wisdom. They have all left us modern people humanistic spirit of enlightenment. They are worthy of being respected and inherited
Le, Ngoc Hoa. "Mise en œuvre d’une pédagogie dialectique et constructiviste dans l’enseignement primaire du vietnamien". Thesis, Université Grenoble Alpes, 2020. http://www.theses.fr/2020GRALH003.
Pełny tekst źródłaIn the context of the fundamental and comprehensive current reform of education in Vietnam, the need of determining the basic theories of education as well as the teaching and learning models has significantly grown. At the beginning of the 21st century, constructivism-based pedagogies have been carried into Vietnamese education through a model entitled Vietnamese Escuela Nueva (VNEN). Accordingly, a profound deployment of the constructivism-based pedagogical reform was required with the aim to establish learners’ competences rather than merely providing knowledge to them as was done in the traditional education. Whereas the competence-based curriculum aligned with the constructivist pedagogy has become a hectic preparation of the education reform in Vietnam, teachers’ beliefs toward the constructivism-based teaching and learning approach have attracted educators’ attentions. This research comprises four studies as follows.The first study is to explore the Vietnamese primary-school teachers’ beliefs regarding self-study textbooks of the VNEN project, in order to determine to what extent the teachers think the textbooks support them to implement the constructivist pedagogies in Vietnamese language instruction. The results revealed inconsistence in the teachers’ beliefs toward roles of the targeted textbooks in directing teaching and learning activities. The mismatches between the VNEN textbooks and their original versions were also explored. Finally, the strengths and shortcomings of contents and physical quality of the textbooks were collected and used as bases for improving their quality.The second study aims at investigating Vietnamese primary teachers’ beliefs on the dialectical constructivist pedagogy that is approved by Vietnamese Ministry of Education and Training (MoET) through the VNEN-based reform. The study found out a tendency of a simplified interpretation, even far difference from the original pedagogical intentions of the dialectical constructivist approaches. In addition, an inconsistence was unfolded between what the teachers thought about the constructivism-based instruction and what they actually implemented in their classroom. The follow-up interviews about the classroom observations provided the reasons and understandings that are responsible for the mismatch between their expressed beliefs and their teaching practices.In the third study, we a step forward in designing a constructivism-aligned instructional model in order to accommodate the dialectical constructivist features into the Vietnamese language instruction. This study focuses on describing the design of a formal model in which core features of dialectical constructivist pedagogies are synthesised with essential aspects of Vietnamese education and culture. The designed model was deployed in six lessons in Reading and used in the following experimental study.Through a fourth study, the feasibility of the dialectical constructivist-aligned model of teaching primary Vietnamese language was validated and evaluated through an experimental study. The teachers’ teaching practices showed meaningful changes for a traditional way of learning to a more dialectical constructivist way. Concurrently, the experiment had a positive impact on the pupils’ reading competences and their high-level thinking. In addition, the teachers’ perceptions about the dialectical constructivist-aligned lessons as well as their proposition for adjusting the designed model were collected. The challenges of the model implementation in Vietnamese culture and education were perceived and discussed by the teachers. Finally, the pupils also showed their positive attitudes toward the designed lessons. This experimental study brought opportunities to improve the constructivist-aligned model and enhance the quality of teaching Vietnamese language at primary education in order to meet the new requirements of the current pedagogical reform in Vietnam
Książki na temat "Confucianisme et éducation"
Tasan ch'ŏrhak kwa kyoyuk: Tasan's philosophy & education. Kyŏnggi-do Koyang-si: Kongdongch'e, 2020.
Znajdź pełny tekst źródłaChosŏn Sŏnggyun'gwan kyohak munhwa. Sŏul T'ŭkpyŏlsi: Pagyŏng Story, 2021.
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