中国式乡村教育现代化的阶序与因应  

Hierarchy and Response of Modernization of Chinese-style Rural Education

作　　者：孙杰远[1] 于玲[1] SUN Jieyuan;YU Ling(Guangxi Normal University,Guilin Guangxi 541004)

机构地区：[1]广西师范大学,广西桂林541004

出　　处：《现代教育管理》2023年第6期1-8,共8页Modern Education Management

基　　金：国家社会科学基金2019年度教育学青年课题“学校场域中的共生教育研究”(CAA190242)。

摘　　要：中国式乡村教育现代化是中国式教育现代化的重要内容,也是中国式现代化得以实现的基本前提。借助“阶序”理论,厘清乡村教育现代化发展的阶序关系,反思并解决其中面临的各种问题,是推动乡村教育现代化迈入新阶段的关键步骤。乡村教育现代化发展的阶序,主要表现为关系阶序、位置阶序和价值阶序等。但在现代化进程中,乡村教育发展面临着人的现代化模糊、教育生态现代化摇摆、要素关系阶序震荡等关键问题。因此,亟须从重塑人的现代化价值、重构乡村教育序列和重行乡村教育实践等三个方面,为乡村教育现代化的发展提供明确的方向、充足的动力和有效的路径。The modernization of Chinese rural education is an important part of the modernization of Chinese education,and is also the basic premise for the realization of Chinese path to modernization.Using the"Hierarchy"theory to clarify the hierarchy relationship of the modernization of rural education,to reflect on and solve various problems faced,is a key step in promoting the modernization of rural education into a new stage.The hierarchy of modernization development of rural education is mainly manifested in the hierarchy of relationship,position,and value.However,in the process of modernization,the development of rural education faces key issues such as blurred human modernization,vacillation in the modernization of educational ecology,and fluctuations in the hierarchy of factor relationships.Therefore,it is urgent to reshape the modern value of human beings,reconstruct the sequence of rural education,and reimplement rural education practices in three aspects,to provide a clear direction,sufficient motivation,and effective path for the modernization of rural education.

关 键 词：中国式现代化 乡村教育现代化 中国式 阶序 因应 

分 类 号：G521[文化科学—教育学]