CAJ | 학술논문

[摘要]本文借鉴弗兰德斯互动分析法，对课堂进行量化统计比较，发现中美价值教育呈现“对话与权威”、“探究与接受”、“开放分析与封闭系统”的分野，这种差别根植于中西历史文化以“融合性”和“自主性”为重的传统价值。提升价值教育有效性的路径在于实现“理性”与“超越-}生”的统一，“情境”与“对话”并举，现实与传统经典融通，构建开放式课堂。
[적요]본문차감불란덕사호동분석법，대과당진행양화통계비교，발현중미개치교육정현“대화여권위”、“탐구여접수”、“개방분석여봉폐계통”적분야，저충차별근식우중서역사문화이“융합성”화“자주성”위중적전통개치。제승개치교육유효성적로경재우실현“이성”여“초월-}생”적통일，“정경”여“대화”병거，현실여전통경전융통，구건개방식과당。
Abstract： Learning from Flanders Interaction Analysis,this paper compares values education classroom between China and America through quantitative statistics. Our findings indicates that the values education in China and America presents the distinction between ＂dialogue and authority＂, ＂exploration and acceptance＂, ＂open analysis and closed system＂. These differences are rooted in the Cultural differences in China and America that take ＂integration＂ and ＂autonomy＂ as the most important traditional values. Ways to enhance the effectiveness of values education are to achieve the unity of the ＂rational＂ and ＂transcendence＂, promoting ＂context＂ and ＂dialogue＂ simultaneously, reality and classic facility, to construct an open classroom.