基础教育变革中的文化坐标  

The cultural coordinate in the process of basic education reform

作　　者：黄书光[1] 

机构地区：[1]华东师范大学基础教育改革与发展研究所,上海200062

出　　处：《高等教育研究》2010年第1期11-18,共8页Journal of Higher Education

基　　金：教育部人文社会科学重点研究基地2005年度重大项目(05JJD880061);华东师范大学"985"工程三期建设项目子课题(200909)

摘　　要：作为后发性的现代化国家,中国基础教育已经走过了百年历史,它始终是在东西方文化撞击乃至多元世界教育潮流的冲击下向前迈进。如何在"古今汇合"和"中外融通"这一文化坐标上保持"文化位移"与"文化本根"之间必要的张力,无疑是教育改革家们应有的"文化自觉"。面对东西方乃至国别文化差异,无论20世纪20、30年代,还是80、90年代,乃至全球化多元文化愈益复杂交织的21世纪,中国的基础教育改革家们都没有动摇其理性的文化坐标,立足本国的"融合中创造"、"本土化成长"、"实践中再生"俨然成为他们自觉的文化选择。China, as the post-onset modern nation, its basic educati.on reform has gone through one hundred years, which always moves forward under the East and West cultural collision as well as the impact of the educational tide in the diverse world. How to maintain the necessary tension between ＂cultural shift＂ and ＂the rooted culture＂ on the cultural coordinate of ＂ancient and modern convergence＂ and ＂China and foreign integration＂, is undoubtedly the ＂cultural consciousness＂ that educational reformers should have. Facing the culture difference between the East and the West or among different countries, regardless of 1920s, 1930s, or 1980s, 1990s, or even the 21st century in which the global multi-cultural is increasingly complex and interwoven, China＇s educational reformers never shake their rational culture coordinates. ＂Creation through integration＂, ＂growth of localization＂ and ＂regeneration through practice＂ have been their conscious cultural choice.

关 键 词：基础教育改革 文化坐标 文化位移 本土生成 价值整合 

分 类 号：G40[文化科学—教育学原理]