由教师主体性实现“人”的教育——论王富仁的语文教育观  

Realizing“Human”Education by Teachers’Subjectivity:On Wang Furen’s View of Chinese Education

作　　者：韩卫娟[1] 龙其林 HAN Wei-juan;LONG Qi-lin(College of Normal Education,Beijing Union University,Beijing 100101,China;School of Humanities,Shanghai Jiao Tong University,Shanghai 200240,China)

机构地区：[1]北京联合大学师范学院,北京100101 [2]上海交通大学人文学院,上海200240

出　　处：《贵州师范大学学报（社会科学版）》2022年第5期132-139,共8页Journal of Guizhou Normal University(Social Sciences)

基　　金：北京市社会科学基金青年项目“1920年代语文教育变革与五四新文学的互动研究(21WXC009)”;北京联合大学校级科研项目“1920年代语文教育变革与五四新文学的互动研究”(SK80202101)的阶段性成果。

摘　　要：王富仁是现代文学研究界对基础语文教育理解最为深刻、讨论最为系统的学者之一。他从现代文学传统和个人经验出发,探讨语文课程改革中实现“人”的教育的可行思路。以“教师主体性”为核心,王富仁充分肯定教师对学生的“本真之爱”的意义,在国家主义教育体制中,语文教师可以发挥自身能动性,深入理解文本,主导文学课堂,真正实现文学作品在人的精神塑造和人格形成过程中的效用,并成就教师自身的最高价值。这是五四“立人”传统的延伸,也是知识分子社会责任意识在基础教育领域的拓展。Wang Furen is one of the scholars who have the most profound understanding and complete discussion on basic Chinese education in the field of modern literature research.Starting with modern literary tradition and personal experience,he thought about the feasible idea of realizing“human”education in Chinese curriculum reform.With“teacher subjectivity”as the core,Wang Furen fully affirmed the significance of teachers’“true love”for students.Although in the nationalist education system,Chinese teachers can still give full play to their own initiative,deeply understand the text,dominate the literature class,and truly realize the efficacy of literary works in the process of human spirit shaping and personality formation,so as to show the highest value of teachers themselves.This is not only the extension of the tradition of“establishing people”in the May 4 th movement,but also the expansion of intellectuals’sense of social responsibility in the field of basic education.

关 键 词：王富仁 语文教育 教师主体性 “人”的教育 

分 类 号：G40[文化科学—教育学原理]