从学科价值走向育人价值——改革开放40年基础教育改革知识价值论的演进与融生  

The Evolution and Fusion of the Knowledge Value Theory of Basic Education Reform over the Past 40 Years of Reform and Opening-up:From the Disciplinary Value to the Educational Value

作　　者：张良[1] Zhang Liang(Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2018年第12期54-59,共6页Curriculum，Teaching Material and Method

基　　金：中央高校重大创新团队项目"基础教育课程改革的国际比较与本土理论建构研究(SWU1709117)";重庆市教育科学"十三五"规划重点课题"课程知识观重建的知识论路径及其实践构建研究"(2016-GX-028);新疆师范大学文科基地"新疆教师教育研究中心"重大项目"教师课程知识观的现代转型及其实践路径研究"(XJEDU40516A02)

摘　　要：基于知识实现价值尺度的不同,知识价值可划分为学科价值与育人价值。改革开放40年来,我国基础教育改革从以基础知识、基本技能优先的学科价值阶段,逐渐演进为以发展学生素质、发展学生核心素养为核心的育人价值阶段。知识价值观的演进反映出的教育意蕴包括:人的发展作为教育出发点的旨归、以立德树人为核心的基础教育本体功能的坚守,以及通过知识获得解放知识内在价值的实现。展望新时代知识价值的实现,应处理好学科价值与育人价值互为基础与条件的关系,两者的融合共生乃是知识价值实现的理路。The value of knowledge could be categorized as disciplinary value and educational value based on different measurements of value of knowledge realization.Over the past 40 years of reform and opening-up,the focus of the basic education reform has transferred from the disciplinary value which appreciates basic knowledge and skill to educational value which attaches great importance to quality-oriented and competencies-based education.The educational connotations reflected by the knowledge value include treating individual development as the starting point of education,taking moral education and people cultivation as the ontological function of education consistently,and liberating of the inner value of knowledge via knowledge.In order to realize the knowledge value in the new era,the relationship between the disciplinary value and the educational value should be handled properly.The confusion of them is the rational approach to realize the knowledge value.

关 键 词：知识价值论 学科价值 育人价值 改革开放 

分 类 号：G40-011.8[文化科学—教育学原理]