“主体性教育”的历史语境与话语分析  

Historical Context and Discourse Analysis of “Subjective Education”

作　　者：何巧艳[1] 

机构地区：[1]四川师范大学教育科学学院,四川成都610000

出　　处：《山西大学学报（哲学社会科学版）》2016年第3期74-79,共6页Journal of Shanxi University(Philosophy and Social Science Edition)

基　　金：四川省哲社重点课题"全球化视域中的民族教育学国际化研究"(SC14E010);教育部四川高校人文社会科学重点研究基地课题"教育制度的社会实在建构初探"(TCCXJY-2015-B06)

摘　　要：自20世纪80年代以来,主体性教育成为我国教育变革的热门话题,其话语主题经历了从教学主客体关系、教育对象主体性、实践主体到主体解构与建构的历史变迁;其话语体系是"主体间性教育""生命教育""多元教育"等主题的"多声部叠加";其话语意义产生于主体哲学话语主导、社会发展主题变奏和教育元反思的历史语境。目前,"主体性教育"陷入"他人言语"与"内在对话性"的对立话语困境,需要通过对自身话语体系的反思和批判,克服目前的话语依附性、非"法"性和封闭性等问题,确立主体性话语的本体价值、权利保障系统、开放与创新精神等。Since 1980 s,subjective education has been a key topic for Chinese curriculum reform. Its discourse topic has gone through the historical changes from the relationship between subjectivity and objectivity in education,subjectivity of teaching objects and practical subjects to the deconstruction and construction of subjects; Its discourse system is the multi-topic superposition of ＂inter-subjectivity education＂,＂life education＂,＂pluralistic education＂and so on; Its discourse meaning arises from the historical context featured by the domination of philosophical discourse of subjects,theme variation of social development and education meta-reflection. Today,subjective education,which is troubled by the ＂other discourse＂and ＂inner discourse＂,needs to establish the noumenon values,the right protection system and the open and creative spirit by reflecting and criticizing self discourse system and solving such problems as the dependence,illegality and closeness of discourse.

关 键 词：主体 教育 主体性教育 历史语境 话语分析 

分 类 号：G40-02[文化科学—教育学原理]