学校现代化研究的视角与反思  

Perspectives and Reflections of School Modernization Research

作　　者：金羽西 程亮[1] JIN Yuxi;CHENG Liang(East China Normal University,Shanghai 200062)

机构地区：[1]华东师范大学,上海200062

出　　处：《教育研究与实验》2024年第6期23-31,共9页Educational Research and Experiment

基　　金：教育部人文社会科学重点研究基地重大项目“面向高质量发展的中国特色基础教育学体系研究”(22JJD880019)的研究成果。

摘　　要：当前学校现代化研究存在三种典型的视角。其中,总体视角主要以教育现代化为参照,将学校现代化看作教育现代化的具化、部分或手段,具有从属性与外部性的特征;内在视角反对将学校现代化看作教育现代化的简单扩展,强调学校组织、过程及主体层面的特殊性,认为学校现代化具有相对的独立性和自主性;未来视角则关注现代化的未来性和生成性,认为学校现代化应面向未来,回应未来社会面临的数字、生态以及多样性带来的机遇与挑战。为超越这三种视角暗含的二元分野的逻辑,学校现代化研究需要回归学校教育本身,重新以复杂思维处理要素与系统之间的张力,以互动立场处理内部与外部的矛盾,以连续观念应对过去与未来的关系。Three typical perspectives exist in current school modernization research.Among them,the holistic perspective primarily references educational modernization,viewing school modernization as the embodiment,elements,or means of educational modernization,characterized by subordination and externality.The internal perspective opposes simplifying school modernization as a mere extension of educational modernization,emphasizing the specificity of school organization,processes,and subjects,believing that school modernization possesses relative independence and autonomy.The future perspective focuses on the futurity and generativity nature of modernization,asserting that school modernization should be oriented towards the future to address opportunities and challenges posed by the digital,ecological,and diverse aspects of future society.In order to transcend the logic of the dichotomy implied by these three perspectives,the study of school modernization needs to return to the essence of school education,re-engage in complex thinking to address tensions between elements and systems,adopt an interactive approach to manage internal and external contradictions,and embrace a continuous concept to confront the relationship between the past and the future.

关 键 词：学校现代化 教育现代化 复杂思维 

分 类 号：G521[文化科学—教育学]