體驗區
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| 篇名 |
论“全面发展教育”的价值秩序
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| 並列篇名 |
On the Value Order of “All-Round Development of Education”
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| 作者 |
王占魁(WANG Zhan-kui)
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| 中文摘要 |
人的全面发展是人类由来已久的人格向往，也是现代教育事业进步的基本面向。在指向人的全面发展的全面发展教育观的建构上，古今中外教育家为回应不同历史阶段社会环境的需要，提出过不尽相同的“优先论”主张。然而，窥其理论的实质，在于维持教育事业各方面的平衡，并先后体现为“心灵和谐”和“身心和谐”两个阶段。在近代中国全面发展教育的理论探索中，严复、王国维和蔡元培在参照斯宾塞和马克思教育框架的基础上，曾先后构建了不尽相同的“三育”和“五育”理论；其与中国当下教育框架所存在的五个方面的内涵分歧，也为中国全面发展教育改革的进一步深化提供了线索。此外，就中国当下全面发展教育的实践而言，马克思所强调的“自由发展”相对“全面发展”的优先价值，正是当前由“考试主义”主导的中国教育改革的主要缺陷；有关“五育”作为“维度”而非“内容”这个先前已被澄清的常识性误区，有关世界观（哲学）教育和劳动（技术）训练（不宜泛称教育）分别作为一种具体而综合的教育内容和社会实践活动均不宜与其它“四育”并列的特殊性，以及“体育”作为其他教育方面的先决条件所具有的基础价值，都有待中国教育界的“再次确认”和“真正重视”。
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| 英文摘要 |
The all-round development of human beings is the long-standing aspiration of human personality, and also the basic orientation of the progress of modern education. In order to meet the needs of social environment in different historical stages, educators at all times and in all over the world have put forward different Apriority theory” in the construction of the concept of all-round development education which points to the all-round development of human beings. However, the essence of his theory lies in maintaining the balance of all aspects of education, which is embodied in two stages of “spiritual harmony” and “physical and mental harmony”. In the theoretical exploration of modern China’s all-round development of education, Yan Fu, Wang Guowei and Cai Yuanpei have constructed different theories of “three educations” and “five educations” on the basis of referring to Spencer’s and Marx’s educational framework. The differences between them and China’s current educational framework in five aspects provide clues for the further deepening of China’s all-round development of education reform. In addition, as far as China’s current practice of all-round development of education is concerned, Marx' emphasis on the priority value of “free development” relative to “all-round development” is the main defect of China’s current education reform led by “examination doctrine”; the common sense misunderstanding about “Five Education” as “dimension” rather than “content” which has been claritied previously, the particularity of world-view education and labor (Technology) education as a comprehensive educational practice should not be juxtaposed with the other four education, and “physical education” as other aspects. The basic value of the preconditions of education needs to be “reconfirmed” and “really valued” by Chinese educational circles.
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| 頁次 |
018-030
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| 關鍵詞 |
全面发展教育
、心育优先
、价值秩序
、世界观教育
、考试主义
、all-round development of education
、mental education priority
、value order
、world-view education
、examination doctrine
、CSSCI
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| 卷期 |
17:4
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| 日期 |
202108
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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| DOI |
10.14082/j.cnki.1673-1298.2021.04.002
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