论学校教育对记忆的处置及其后果  

Memory Processing and Its Consequences in School Education

作　　者：高德胜[1] GAO De-sheng(Institute of Curriculum and Instruction,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《教育学报》2022年第2期62-74,共13页Journal of Educational Studies

摘　　要：灾难一旦过去,人们总是倾向于将灾难与灾难中的英雄一并淡忘,这是记忆的自然缺陷。教育是弥补记忆自然缺陷的有效方式。记忆有不同的层级类型。不同的记忆类型有不同的意义。表面上看,现代学校教育是疏远记忆的,实际上不是疏远而是区别对待。学校教育在极端重视命题记忆的同时极力排斥个人记忆。命题记忆在学校教育中的膨胀沉淀出现代人外在化、应试化的“社会性格”,对个人记忆的排斥则导致个人记忆品质的退化。学校教育对两种记忆类型的失衡态度需要改变,重建教育与记忆的关系是一个重大的教育课题。Once the disaster has passed,people tend to forget the disaster and the contributed hero,which is the natural defect of memory.Education is an effective way to make up for the defect.Memory has hierarchical types.Different types of memory have different effects.Modern school education does not exclude memory,but treats memory differently,which is mainly manifested in the emphasis on propositional memory and the rejection of personal memory.The former constitutes the external and exam-oriented“social character”of modern people,while the latter causes the degradation of personal memory quality.The unbalanced attitude of school education towards the two types of memory,reflects that it is an important educational task to reconstruct the relationship between education and memory.

关 键 词：记忆 学校教育 命题记忆 个人记忆 记忆品质 

分 类 号：G40[文化科学—教育学原理]