学生学习负担的生成机制、异化表征及行动路向——基于罗萨“社会加速及共鸣理论”的分析  

The Generation Mechanism,Alienation Representation and Action Direction of Students’Learning Burdens:An Analysis Based on Rosa’s“Social Acceleration and Resonance Theory”

作　　者：柳海民 吴海龙 LIU Haimin;WU Hailong(Faculty of Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学教育学部,吉林长春130024

出　　处：《山西大学学报（哲学社会科学版）》2024年第5期88-94,共7页Journal of Shanxi University(Philosophy and Social Science Edition)

基　　金：北京师范大学中国基础教育质量监测协同创新中心优势学科培育类课题“优质均衡:基础教育高质量发展的学校变革理论与实践研究”(2023-03-001-BZPK01)。

摘　　要：随着“双减政策”的持续推进,学生学习负担作为“双减政策”实施的出发点与政策着力点,需要得到更多关注。研究基于罗萨“社会加速及共鸣理论”的分析框架对学生学习负担进行审视,指出竞争逻辑的不落人后、学校家庭社会的过度期望及“累积因果”的加速循环共同加重了学生的学习负担,并让学习负担呈现出时间异化、空间异化、人际关系异化、行动异化、自我异化五重异化表征。为有效调节学生学习负担,需要合理控制外在学习负担,保障学生与周遭人际世界的“水平共鸣”;纾解学生精神负荷,牣充学生与自我身心的“垂直共鸣”;多维疏通个体发展负担,增进学生与物质世界的“对角共鸣”。With the continuous promotion of the“double reduction policy”,students'learning burden,as the starting point and policy focus of the implementation of the“double reduction policy”,needs more attention.Based on the analytical framework of Rosa's“social acceleration and resonance theory”,the study examines students'learning burden and points out that the competition logic of not falling behind,the excessive expectation of school,family and society,and the accelerating cycle of“cumulative causality”aggravate students'learning burden.The learning burden presents five characteristics of alienation:time alienation,space alienation,interpersonal alienation,action alienation and self-alienation.In order to adjust the learning burden of students effectively,it is necessary to control the external learning burden reasonably and ensure the“horizontal resonance”between children and the interpersonal world around them,to relieve children's mental load and enrich children's“vertical resonance”with their own body and mind,and to multi-dimensionally dredge individual development burden and enhance children's“diagonal resonance”with the material world.

关 键 词：学生学习负担 生成逻辑 异化表征 社会加速理论 共鸣理论 

分 类 号：G40[文化科学—教育学原理]