论“过度教育”  

On the "Excessive Education"

作　　者：刘刚[1] 蔡辰梅[2] 李桂琴[3] 

机构地区：[1]中国矿业大学,江苏徐州221116 [2]河北师范大学教育学院,河北石家庄050016 [3]河北经贸大学生物科学与工程学院,河北石家庄050061

出　　处：《教育理论与实践》2012年第3期8-12,共5页Theory and Practice of Education

基　　金：国家社会科学基金"十一五"规划2010年度教育学青年课题<变革教育中教师的自我认同危机及其重建研究>(课题编号:CHA100146)的研究成果之一

摘　　要：人类无限膨胀的"自我"意识覆盖了其整个活动领域,在教育活动中,存在着一定程度的践踏师生和谐关系、侵犯学习者主体性的"过度教育",它是人类操控自然欲望在教育领域的"移情"式体现。"过度教育"主要表现为教育者教授行为的过度、理论知识强调的过度、学习动机外化的过度以及成人化观念的过度。"过度教育"容易导致学习者纯粹性认知片面发展,主体完整性丧失;内在主体性抽空,社会工具性畸形;独立品格萎缩,依赖品格形成;本源兴趣销蚀,质疑精神钝化。实现"过度教育"的回归,教育者就要关注学习者作为人的独特的生命体存在,关注学习者在实践生活中的亲身体验,以适度的教促成学的自然效果,生成学习者自我的主体感,达成学习者的自然需求、能力与意义,使教育真正成就人的自然性与本真性存在。The infinite expansion of ego has penetrated all of man＇s activity area＇ In the educational activity exists a certain degree of ＂excessive education＂ which has trampled on the harmonious relationship between teachers and students and infringed on learners＇ subjectivity. This is the ＂empathy＂ of man＇s wish to govern nature in the educational field. ＂Excessive education＂ mainly manifests itself as educators＇ excessive teaching behavior, excessive emphasis on the theoretical knowledge, excessive externalization of learning motivation and excessive adults＇ ideas. ＂Excessive education＂ will have the following results： learners will easily develop one-sided cognition and lose the integrity of subjects; inner subjectivity will be evacuated and social tools will be deformed; independent character will shrink and dependent character will develop; original interest will disappear and inquiring spirit will diminish. To achieve the return of ＂excessive education＂, educators are required to care about the existence of learners＇ unique organism as persons and their in-person experience in the practical life, bring about the natural happening of learning through appropriate teaching, develop learners＇ sense of subjectivity and their natural needs, abilities and meanings, so that education will truly accomplish the existence of natural and sincere man.

关 键 词：教育 “过度教育” 教育者 学习者 

分 类 号：G40-011[文化科学—教育学原理]