“学生主体”的教学论意义--纪念主体教育实验30周年  

The Pedagogical Significance of"Students as the Subject"——Commemorating the 30th Anniversary of the Subject Education Experiment

作　　者：郭华[1] Guo Hua(the Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育研究》2022年第11期56-65,共10页Educational Research

摘　　要：主体教育实验是我国改革开放以来教育改革实验的典型代表。主体教育实验的基本思想及主要研究成果已转化为学校教育的日常实践。通过对“学生主体”概念形成的历史分析指出,“学生主体”是正确处理教学活动基本矛盾的先决概念,是教学认识论的理论核心。承认学生主体,才能关注学生的主动活动、培育和发挥学生的主体性。培育学生的主体性,目的在于培育能够进入社会历史实践的、能够为人类幸福而工作的、全面发展的人。主体教育实验30周年之际,在“学生主体”已成日常用语之时,更应明确“学生主体”的理论来源、意义及其实践价值,使主体教育实验的成果发扬光大,成为助推我国基础教育教学改革、提升教育教学质量的坚实理论基础。The subject education experiment is a typical representative of educational reform experiments since China’s reform and opening-up,and its basic thoughts and major research results have been transformed into the daily practice of school education.This study,based on a historical analysis of the development of the concept of"student subject,"points out that"student subject"is a prerequisite concept used to correctly deal with the basic contradictions in teaching activities,and the theoretical core of teaching epistemology.Only by accepting students’subjectivity can we pay attention to their active activities,and cultivate and give full play to their subjectivity.The purpose of cultivating students’subjectivity is to cultivate human beings who can do social and historical practice,work for human wellbeing,and develop in an all-round way.At the 30th anniversary of the subject education experiment,when the term"students as the subject"has been put to daily use,we need to clarify its theoretical source,significance,and practical value so that its results will be able to be carried forward and become a solid theoretical foundation for the promotion of the reform of basic education and teaching,and the improvement of the quality of basic education and teaching in China.

关 键 词：主体教育 学生主体 主体性 学生个体认识 

分 类 号：G632.0[文化科学—教育学]