科学主义教育在我国的成就与问题——基于对联合国教科文组织《反思教育》的分析  

Achievements and Problems of Scientism Education in China——On the Analysis of UNESCO Rethinking Education:Towards a Global Common Good?

作　　者：赵芮 Zhao Rui(Institute of International and Comparative Education,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学国际与比较教育研究所,广东广州510631

出　　处：《齐鲁师范学院学报》2018年第4期1-7,共7页Journal of Qilu Normal University

摘　　要：2015年,联合国教科文组织发布倡议性报告《反思教育》,通过反视主流科学主义教育在世界教育发展中的成就和问题,揭露其在21世纪实现全纳和优质教育这一可持续发展目标过程中的乏力之处,藉此重申人文主义教育理念,强调人文主义教育应居21世纪教育发展的主导地位。当前,科学主义的主流教育观和发展观仍然引导着我国教育事业的发展,在其践行过程中,教育市场化拓宽融资渠道,激发教育竞争力与活力;教育信息化扩展学习空间,推进教育现代化进程。但教育市场化与信息化同时衍生出教育公平与质量问题,要求坚持教育公益性和普惠性,全面深入推进教育信息化,秉持科学-人文主义教育观,助益教育现代化。In 2015,UNESCO published Rethinking Education：Towards a Global Common Good？ It examined the temporary achievements and problems of scientism education.By revealing its incapability to achieve the sustainable development goal 4（SDG4） that emphasizes inclusive and quality education,UNESCO reaffirms the idea of humanism education,believing which should predominate education development in 21st century.At present,scientism still leads the development of education in China.On the one hand,the marketization of education broadens the financing channels,stimulating the competitiveness and vitality of our education.On the other hand,educational informatization expands the learning space.Both mentioned promote the modernization of education.Nevertheless,the problems of education inequity and some quality issues follow that.To solve them and achieve the comprehensive modernization of education,it is vital to keep a public welfare and inclusive education,advance educational informatization in depth as well as develop a concept of scientism-humanism education.

关 键 词：《反思教育》 教育问题 科学主义 人文主义 教育现代化 

分 类 号：G511[文化科学—教育学]