重新理解地方及其教育学意蕴  

A New Understanding of Place and Its Pedagogical Implications

作　　者：杜芳芳 何洵 DU Fang-fang;HE Xun(Tin Ka Ping School of Education,Jiangnan University)

机构地区：[1]江南大学田家炳教育科学学院,江苏无锡214122

出　　处：《教育理论与实践》2021年第13期9-14,共6页Theory and Practice of Education

基　　金：江苏省教育科学“十三五”规划课题“中华优秀传统文化融入学校教育的创造性转化与推进策略研究”(课题编号:D/2020/01/24)的阶段性研究成果。

摘　　要：地方的价值不仅在于人的身份建构,也推动着意义生成。地方本位教育把学习主体身处的“地方”视为教育的重要元素,通过挖掘“地方”的教育资源培养人的地方感。地方本位教育的基本特征是有利于塑造人的身份和关系,实现学校教育与外部世界的有机结合,倡导将地方性知识纳入学校课程设计以及将场所视为学习资源。地方本位教育具有重要的文化育人价值,其文化育人路径包括:以学习者经验为中心,联结校外资源,培养学生文化认同感;通过户外教育,注重对学生生存空间的感知体验;开展文化回应教育,将地域文化融入学校课程;实施地方回应性教学,将学生视为文化主体。The value of place lies not only in the construction of human identity,but also in the generation of meaning. Place-based education regards the"place"where the learner lives as an important element of education,and cultivates people’s sense of place by exploring the educational resources of the"place". The basic characteristics of place-based education include:helping to shape people’s identity and relationship;realizing the organic combination of school education and the outside world;advocating the incorporation of local knowledge into school curriculum;and regarding places as learning resources. Place-based education has the important value of cultural education. The main approaches to cultural education include:cultivating students’ cultural identity based on learners’ experience by usingthe outside resources;focusing on students’ perception and experience of the living space through outdoor education;integrating the regional culture into the school curriculum by carrying out the cultural response education;and treating students as the cultural subjects by implementing the place-responsive teaching.

关 键 词：地方 地方本位教育 学校 学习者经验 户外教育 文化回应教育 地域文化 

分 类 号：G40-011[文化科学—教育学原理]