“生活·实践”教育的要义、意蕴与实施  

On the Implication, Connotation and Enforcement of Education of Life and Practice

作　　者：周洪宇[1] ZHOU Hong-yu(College of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《宁波大学学报（教育科学版）》2022年第3期1-8,共8页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学重大课题“建设教育强国的国际经验与中国路径研究”(VGA180002)。

摘　　要：陶行知在半个多世纪以前创立的生活教育学说曾在我国新民主主义革命教育中发挥过积极作用。基于新的时代、社会、教育需要,“生活·实践”教育立足国情,继承并发展陶行知的生活教育学说,为教育改革与发展提供理论借鉴。“生活·实践”教育是适应现代社会育人方式转变、符合当前国情和实际的一种教育。“双减”背景下,正应该发挥“生活·实践”教育的优势,为我国基础教育改革创机赋能。为此,需要全面、深刻地把握“生活·实践”教育的理论渊源、要义与特质、教育意蕴等,同时要进一步明确其实施路径。Life education theory,advocated by Tao Xingzhi in the middle of the 20th century,played a vital role in China’s education during the Neo-democratic Revolution.This paper examined the status of current times,society and education,thus suggesting that today’s life-practice education corresponds with the theory as an ideological and practical guidance to educational reform and progress in line with China’s situation.It believed that the life-practice education,an adaptation to the present style of individual growth,can revitalize the present innovation of China’s education in the context of double reduction.Therefore,it further recommended that it is necessary to comprehensively and profoundly understand the development,connotation and essence of the life education theory to pursue a scientific path to today’s reform of education.

关 键 词：陶行知 生活教育 “生活·实践”教育 双减 

分 类 号：G40-052.2[文化科学—教育学原理]