“家校社协同育人”的时间视角解读:重识教育的时间理念  

Interpretation of the Time Perspective of“Home-School-Community Collaborative Education”:Re-understanding the Time Concept of Education

作　　者：朱帅 杨兆山 Zhu Shuai;Yang Zhaoshan(Education Department,Northeast Normal University,Changchun 130024,Jilin)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《中国电化教育》2023年第8期76-83,93,共9页China Educational Technology

基　　金：国家社会科学基金“十三五”规划教育学一般课题“当代大学生中华传统文化认同现状及教育对策研究”(课题编号:BEA170103)阶段性研究成果。

摘　　要：教育活动蕴含着时间的内在规定,迄今为止教育活动始终在线性时间模式下展开,造成现代教育中时间异化现象严重,心理时间和社会时间遭到压制和侵占。“家校社协同育人”强化了与家庭教育和社会活动紧密相关的心理时间和社会时间的教育作用,蕴含着教育的时间关怀,且有充足的理论支撑。如时间社会学认为时间是人发展的空间,时间哲学视时间为意识的绵延,狭义相对论设定时间为时间观察者的运动。这启示我们应重识线性时间的功能,复归心理时间的主体性,解放社会时间的能动性。为强化“家校社协同育人”的有效落实,应以立体时间理念取代线性时间的机械性控制,构建契合心理时间的“可主观性”教学范式,完善以社会时间为基础的多元评价机制。So far,educational activities have been carried out under the linear time mode,which results in the serious phenomenon of time alienation in modern education and the suppression and occupation of psychological time and social time.“Home-schoolcommunity cooperation education”strengthens the educational function of psychological time and social time,which are closely related to child discipline and social activities.If the sociology of time holds that time is the space of human development,the philosophy of time regards time as the extension of consciousness,and special relativity time as the movement of the time observer.It suggests that we should recognize the function of linear time,return to the subjectivity of psychological time and liberate the activity of social time.In order to strengthen the effective implementation of“Home-school-community cooperative education”,we should replace the mechanical control of linear time with the idea of three-dimensional time,and construct the teaching paradigm of“Subjectivity”which fits the psychological time,improve the social time-based multi-evaluation mechanism.

关 键 词：“家校社协同育人” 教育时间 线性时间 心理时间 社会时间 

分 类 号：G434[文化科学—教育学]