夸美纽斯终身教育制度构想的当代影响及审思  

The Contemporary Influence and Reflection of Comenius’Concept of Lifelong Education System

作　　者：徐莉[1] 李沙沙 杨旭浩 XU Li;LI Sha-sha;YANG Xu-hao(College of Education,Hebei Normal University;Experimetal School of Gaocheng District in Shijiazhuang)

机构地区：[1]河北师范大学教育学院 [2]石家庄市藁城区实验学校,石家庄050024

出　　处：《教育理论与实践》2024年第28期17-24,共8页Theory and Practice of Education

基　　金：河北省哲学社会科学基金项目“‘十四五’期间河北服务全民终身学习教育体系构建研究”(项目编号:HB21JY002)的研究成果之一。

摘　　要：夸美纽斯在他的《大教学论》和晚年出版的《人类改进通论·泛教论》中分两步完成的七级学制构想,为近现代学校教育提供了制度范本,也成为了之后发展现代终身教育的制度建设仿本。其所体现的合成式的“机械整体性”所招致的看不见的问题,将人们引入了“各阶段教育的加和就是终身教育”的认知误区中,深度制约着终身教育的突破与创新,使面向青少年的学校教育固化成为单一的主流模式以及其他各类教育地位不平等的问题至今难以解决。夸美纽斯终身教育制度构想的影响是多方面的,我们需要在理论突破与认知迭代中不断澄清理论误区,即突破机械整体性思维定势的制约,以生命整体性思维观反思当今的教育变革之路,推动我国终身教育的实质性发展。The concept of seven-level education system developed in two steps by Comenius in his“The Great Didactics”and his later publication“General Consideration Concerning Human Improvement:Pan Education Theory”provided a system model for modern school education and also became a model for the system construction of modern lifelong education.The invisible problems caused by the composite“mechanical wholeness”have led people into the cognitive misconception that“the sum of education at all stages is lifelong education”,which deeply restricts the breakthrough and innovation of lifelong education.So far,the solidification of school education for young people has become a single mainstream model,and other problems of unequal educational status are difficult to solve.The impact of the concept of the lifelong education system proposed by Comenius is multifaceted.We need to maintain a clear understanding in theoretical breakthroughs and cognitive iterations,that is,to break through the constraints of mechanical holistic thinking,reflect on the current path of educational reform with the perspective of holistic thinking,and promote the substantive development of lifelong education in China.

关 键 词：夸美纽斯 终身教育制度 七级学制 人文性 综合性 整体性 

分 类 号：G729.21[文化科学—成人教育学]