空间重构:学校教育变革的新动能  

Space Reconstruction: New Momentum for School Education Reform

作　　者：李宏亮[1] LI Hong-liang(Institute of Educational Science Research of Nanjing,Jiangsu)

机构地区：[1]江苏省南京市教育科学研究所,江苏南京210002

出　　处：《教育理论与实践》2022年第28期14-19,共6页Theory and Practice of Education

基　　金：江苏省教育科学“十四五”规划重大课题“基础教育高质量发展战略研究”(课题编号:A/2021/12)的阶段性研究成果。

摘　　要：当下的校园,各种教育关系都是基于一种空间错位的“势能”差来维系与演进的,这种“势能”驱动会导致教育空间的层级固化,从而强化教育的规训体系、行政思维、工具理性和排他性。空间在哲学意义上存在实体论、属性论和关系论的传统,而福柯基地概念的引入,意味着空间具有了“互构”“共在”“共生”的意蕴。教育变革的动能驱动应借助空间重构,以基地化关系空间实现课堂教学、道德教育、学校管理和集团化办学的深度转型。On the current campus, all kinds of educational relationships evolve and are maintained based on the difference of “potential energy”of spatial dislocation.The drive will lead to the solidification of the educational space,thus strengthening the discipline system,administrative thinking,instrumental rationality and exclusivity. In the philosophical sense,space has the tradition of ontology,property view and relation-ism. The introduction of Foucault bite concept means space has the meanings of “mutual construction”,“co-existence”and“symbiosis”.This provides an idea for kinetic energy driving of educational reform, that is, with the help of space reconstruction,the deep transformation of classroom teaching,moral education,school management and group-run schools are realized with a bite relationship space.

关 键 词：学校教育空间 基地化 层级空间 互构 共在性 共生性 共时性 

分 类 号：G521[文化科学—教育学]