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恽代英作为中国共产党早期杰出的领导人、理论家和教育家,他对实践育人进行了深刻而全面的阐述。他将实践视为做人的第一步,在教育目的、教育方法、课程目标的设计方面都贯穿着实践的育人观。他认为实践的育人功效主要体现为完善主体的知识结构、提高主体的能力素养、升华主体的人格品质。恽代英实践育人的实现坚持着不妨害求学时间、切忌流于虚伪敷衍的原则,以社会服务活动和创业活动为载体,通过实践进学分、劳动教育等方式创新了实践育人途径。
As an early outstanding leader, theorist and educator of the Communist Party of China, he gave a profound and comprehensive exposition of practice and education. He regards practice as the first step to be a man and runs through the practice of educational concept in the design of educational purposes, educational methods and curriculum objectives. He believes that the practical function of educating people is mainly manifested in improving the knowledge structure of the subject, improving the ability of the subject and the personality of the subject.恽 Daiying practice and educate people to insist on the implementation of the school insisted on the time, should not flow in the principle of hypocrisy perfunctory, social services and entrepreneurial activities as a carrier, through the practice of credit, labor education and other ways to innovate the practice of education.