我国社会教育目的的发展与展望  

Development and Prospect of China’sSocial Education Purpose

作　　者：王乐[1] 蔡泽文 WANG Le;CAI Ze-wen(School of Education,Shaanxi Normal University,Xi’an 710062,China)

机构地区：[1]陕西师范大学教育学院,陕西西安710062

出　　处：《宁波大学学报（教育科学版）》2022年第1期45-53,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学青年课题“场馆境脉中家庭教育发生机制与优化策略研究”(CAA190240)。

摘　　要：自“社会教育”引入我国以来,其目的经历了四个时期的变化:民国时期作新民、改造社会与救亡图存三位一体;建国初期培养有社会主义觉悟的有文化的劳动者;改革开放时期培育服务经济发展的终身学习者;新时代培养信息社会友好生活的数字公民。历史回顾下,社会教育目的的发展遵循一定的演进逻辑,主要表现为从“供给驱动”向“需求驱动”过渡;从“现实依赖”向“未来开放”转向;从“教育阐释”向“社会形塑”演变。在新的历史时期,社会教育目的应努力把握未来发展方向,包括创新私人定制,拓展“学会学习”的内涵;转换教育观念,加深对生活的理解;凸显教育特色,彰显“自成”的意义。The purposeof social education,since its introductioninto China,has went through four periods of change:cultivating new citizens,reforming society and saving the countryin the eraof the Republic of China;training labour with socialist consciousness and cultural literacy in the early years of the people’s Republic of China;cultivating lifelong learnersserving the economic development after the reform and opening up;and nurturing digital citizensof socialfriendliness in the information era.This reviewfound that the evolution of social education purpose obeys certain developmental logic,which is manifested in the transitions from supply to demanddrive,fromrealitydependenceto futureopenness,and in the transformation from education interpretation to social creation.It thus proposed that social education in the new historical period must keep tothe directions of developmentfor personalized education service,extendedmeaning of learning to study,change ofviewson education to deepen the comprehension of life,and projection ofthe characteristiceducation to emphasize the self-definitionof social education.

关 键 词：社会教育 社会教育目的 终身教育 社区教育 

分 类 号：G77[文化科学—教育学]