“立德树人”视域下劳动教育再审思——凯兴斯泰纳劳作教育思想及启示  

Reconsideration of Labor Education from the Perspective of Morality Cultivation Based on Georg Kerschensteiner’s Thought on Labor Education and Its Inspiration

作　　者：王莹[1] 王颖 WANG Ying;WANG Ying(School of Education,Central China Normal University,Wuhan,Hubei,China,430079)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教育文化论坛》2022年第5期80-88,共9页Tribune of Education Culture

摘　　要：凯兴斯泰纳的劳作教育思想是在20世纪初德国复杂的政治、经济、文化的历史背景下产生的。凯兴斯泰纳较早地意识到德国教育的顽疾和公民教育的薄弱,逐步形成了劳作教育思想体系。凯兴斯泰纳提倡重新发掘人的价值,通过劳作实现公民教育的目的,即要培养与“个体人”相对应的“国家人”。他认为,劳作学校的教育目的是以德为本、性格塑造,课程结构是在做中教、从做中学,教育模式是以生为本、以导为方。凯兴斯泰纳的劳作教育理论为新兴的德国指明了一条人才培养之路——通过劳作教育塑造国家共同体意识,明确劳动教育的育人价值,可为我国完善劳动育人体系提供借鉴与思考。The idea of labor education of Georg Kerschensteiner came into being in the complex context of politics,economy and culture of Germany in the early 20 th Century.Georg Kerschensteiner realized early on the shortcomings of German education and the weakness of civic education,and gradually formed the ideological system of labor education.He advocated rediscovering the value of human beings and realizing the purpose of civic education through labor,that is,to cultivate"national people"opposite to"individuals".He believed that the educational purpose of labor schools was cultivation of morality and character,the curriculum structure was to teach by doing and to learn from doing,and the mode was based on life by guidance.His labor education theory had pointed out a talent training path for the emerging Germany,that is,shaping the national community awareness through labor education and clarifying the educating value of labor education,which provides reference and thinking for China to improve the labor education system.

关 键 词：劳动教育 凯兴斯泰纳 劳作学校 

分 类 号：G40-015[文化科学—教育学原理]