教育关系:学校场域的要素、关系与结构  

Educational Relations: Factors, Relations and Structure of School Field

作　　者：周润智[1] 

机构地区：[1]沈阳师范大学教育科学学院

出　　处：《教育研究》2004年第11期15-19,共5页Educational Research

摘　　要：教师与学生、教育教学内容、教育或教学内容的物化形式以及其他辅助条件是教育活动的三个基本要素,国家、学校、教师、学生是教育关系中的四个利益主体。由于国家、学校、教师、学生在掌握社会权利资源方面存在着巨大的差异性,教师和学生不可避免地成为了多重重大权利关系的承载体,其结果导致了教师与学生权利主体地位的弱化,学校教育的真正意义在于不断改善年轻一代的生存环境,提高他们生命和生活的质量,这既是学校日常生活的出发点与归宿,也应该是确定教育关系的基本准则。Teacher and students, teaching contents and the materialized form of teaching contents as well as other supporting facilities are the three basic factors of educational activites. The state, school, teacher and students are the four interest subjects of educational relations. Because of the huge differneces among the state, school, teacher and students in the control over social rights and resources, teachers and students have inevitably become the carriers of the major rights and relations, which has weakened the subject position of both teacher and students for relevant rights and interests. For this reason, a series of research topics have been posed to educational researchers.

关 键 词：教育关系 学校场域 构成要素 主体地位 教育目标 

分 类 号：G40-05[文化科学—教育学原理]