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作 者:吕涛 贾林祥[1] LYU Tao;JIA Linxiang(School of Educational Science,Jiangsu Normal University,Xuzhou 221116,China)
机构地区:[1]江苏师范大学教育科学学院,江苏徐州221116
出 处:《连云港师范高等专科学校学报》2023年第2期103-108,共6页Journal of Lianyungang Normal College
基 金:教育部人文社科青年基金项目“动作对汉语发展性阅读障碍儿童的工作记忆促进作用研究”(项目编号:19YJC190010)。
摘 要:目前,学界对社区参与内涵的理解由早期的单一层次视角发展到多维度视角,但在社区参与内涵的界定上未能达成共识。学界对社区参与内涵的阐释经历了理性论、角色论和活动论三个阶段,这三个阶段对社区参与的界定差异较大、观点不一,却有四个共同之处,即社区参与的主体是社区居民,社区参与的客体是社区组织内的各种事务或者活动,社区参与的动机是公共参与精神及利益衡量,社区参与的目标取向是社区发展和人的全面发展。这四个共同之处是社区参与的构成要素,在一定意义上也是界定社区参与内涵的关键所在。At present,the academic understanding of the connotation of community participation has developed from the early single-level perspective to a multi-dimensional perspective,but no consensus has been reached on the definition of the connotation of community participation.Academic interpretation of the connotation of community participation of the rational theory,role and activity theory three stages,the three stages have different definitions of community participation and different views,but they have four things in common,namely the subject of community participation is the community residents,the object of community participation is the community organization affairs or activities,community participation motivation is public participation spirit and interests,community participation in the goal orientation of community development and the all-round development of people.These four common features are the constituent elements of community participation,and in a certain sense,they are also the key to define the connotation of community participation.
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