“被重要”的虚体设计——论教育变革中的学生角色  

Illusionary Images of being Made Important:Students' Roles in Educational Changes in China

作　　者：戎庭伟[1] Rong Tingwei(College of Education, Hangzhou Normal University, Hangzhou 311121)

机构地区：[1]杭州师范大学教育学院,杭州311121

出　　处：《教育发展研究》2017年第12期71-77,共7页Research in Educational Development

基　　金：2015年度教育部人文社会科学研究青年基金项目"教育空间中儿童话语构型的谱系学研究"(15YJC880062)的部分成果;国家留学基金管理委员会资助(留金法[2015]5104)

摘　　要：教育变革声称以学生发展为中心,但反观现实,学生通常以"被重要"的虚拟设计存在,这主要表现在:教育者过度依赖儿童发展理论,遗忘了学生的真实面貌,使学生成为理念性存在者;学生的本体存在与其符号表征通常发生不等价互换,窄化了我们对学生发展内涵与评价的认知,使学生的培养与评价过程发生化约式异变;教育实践消弭了学生间的差异,忽视了学生的个性,使学生身份模糊不清。为此,要从学生的虚体设计走向实体理解,需要我们摆脱对于儿童理论的过度尊崇、摒弃儿童教育过程中的演绎思维、去除对于学生的趋同认识与去个性化实践,最终跳出传统认识论对于学生的虚体设计,从理论上还原学生的真实存在。It was proclaimed that students＇ development stands in the center of each educational change of China. This was not necessarily the case, however, since the students were just made ＂important＂, yet illusionary images lingering in educational policy texts, educational discourses, thoughts and practices. These were represented by these facts： the practitioners＇ overdependence on theories of children＇s development; the non-equivalently interchange of ontological being of students with the symbolizing of them; and the flattening the differences and eliminating the individualities of them. These made students conceptual being, vague identities and consequently, the education process degraded greatly. So the educators should extricate themselves from overdependence on current theorizing of children, forsake the deductive approach in educational practices, and stop flattening the experiences of students. By doing so, the students would be saved from the illusionary images caused by outmoded epistemologies entrenched in current educational thoughts.

关 键 词：学生 儿童发展 核心素养 学业质量标准 教育变革 身份 

分 类 号：G455[文化科学—教育学]