主体教育研究40年:中国特色教育学建设的案例与经验  

40 Years of Subjective Education Research:Case and Experience of Pedagogy Construction with Chinese Characteristics

作　　者：冯建军[1] Feng Jianjun(Institute of Moral education,Nanjing Normal University,Nanjing Jiangsu 210097,China)

机构地区：[1]南京师范大学道德教育研究所

出　　处：《中国教育科学（中英文）》2021年第4期8-19,共12页Education Sciences in China

基　　金：江苏省社科基金重点项目“新时代中国特色社会主义教育理论体系研究”(20JYA001)。

摘　　要：从1981年开始,我国主体教育研究走过40年。40年大致可以分为教育过程中教师与学生主体地位讨论、主体性教育、主体间性教育和公共性教育四个阶段,四个阶段层层深入,逐步推进主体教育完善和发展。主体教育理论是中国特色教育学的重要组成部分,40年的研究也反映了建设中国特色教育学的过程。我们从这一过程中总结出建设中国特色教育学的经验,包括以马克思主义为指导,以社会发展中主体的问题为导向,开展学术争鸣,推动理论的实践转化。主体教育研究为创建中国特色教育学提供了范例。Starting from 1981,the research on subjective education in China has gone through 40 years.The 40 years can be roughly divided into four stages:the discussion of the subject status of teachers and students in the education process,the education of subjectivity,education of inter-subjectivity and the public education.The four stages are progressively deepening and gradually advancing the perfection and development of subjective education.Subjective education is an important part of pedagogy with Chinese characteristics,and the 40 years of research also reflect the process of building pedagogy with Chinese characteristics.We have drawn from this process the experience of building pedagogy with Chinese characteristics,including taking Marxism as the guide,taking the problems of subjects in social development as the direction,carrying out academic debates,and promoting the practical transformation of theories.The research of subjective education provides examples and experiences for the constructing pedagogy with Chinese characteristics.

关 键 词：主体教育 主体性教育 主体间性教育 公共性教育 中国特色教育学 

分 类 号：G40-01[文化科学—教育学原理]