教育现代化的“中国式”笔谈  

Conversation by Writing on Chinese Path to Modernization of Education

作　　者：孙杰远 杨小微 徐冬青[2] 程亮[3] 游韵 SUN Jie-yuan;YANG Xiao-wei;XU Dong-qing;CHENG Liang;YOU Yun(Faculty of Education,Guangxi Normal University,Guilin 541004,China;Institute of Higher Education,Fudan University,Shanghai 200433,China;Department of Education,East China Normal University,Shanghai 200241,China;Department of Education/Institute of Basic Education Reform and Development,East China Normal University,Shanghai 200241,China)

机构地区：[1]广西师范大学教育学部,广西桂林541004 [2]复旦大学高等教育研究所,上海200433 [3]华东师范大学教育学系,上海200241 [4]华东师范大学教育学系/基础教育改革与发展研究所,上海200241

出　　处：《广西师范大学学报(哲学社会科学版)》2025年第2期51-64,共14页Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：国家社会科学基金2023年度教育学重大项目“中国教育现代化的理论建构和实践探索研究”(VAA230006)。

摘　　要：为促进教育现代化迈向更高水平、实现中国教育现代化2035目标愿景和形成教育现代化的中国气象、中国风格、中国范式贡献理论力量,中国教育现代化的理论建构与实践探索亟待突破:亟需深化认识中国教育现代化的中国特色性与世界一般性的关系;亟需系统思考中国教育现代化的关系性与系统性;亟需立足本土思考中国教育现代化的本质内涵与指标体系;亟需主动接应中国教育现代化的时代拐点与历史机遇;亟需进一步探索中国教育现代化何以推进中华民族伟大复兴。立于本土、体现特色并凸显特质的“中国式”教育现代化,在价值上有三个维度的取向,即“做强自身”“服务国家”和“助力成长”。中国式现代化的提出为中国教育现代化提供了未来发展的新框架,也为中国教育现代化的理论创新和实践路向提供了全新的格局和价值意蕴:“中国式现代化”引领中国教育现代化走独立内生式的发展道路;以“中国式现代化”克服教育现代化过程中的弊端;以“中国式现代化”超越过去各种分析框架;以“中国式现代化”凸显中国特色社会主义教育现代化的独特之路;以“中国式现代化”定位中国教育现代化的独特格局和价值意蕴。中国教育现代化具有四重意义,即比较意义上的“中国教育现代化”:中国特色与世界一流;发展意义上的“中国教育现代化”:坚持道路与改革创新;结构意义上的“中国教育现代化”:优先发展与统筹推进;系统意义上的“中国教育现代化”:全面发展与结构优化。中国文化传统的内在关联思想或许依然是在中国现代教育情境中开展社会化和情感教育的根基所在,应在中国文化传统中涵养教育现代化,因为传统不仅为我们提供了看待世界的“视阈”,而且我们可从其中汲取养分更好地建构现代教育。In order to promote the modernization of education to a higher level,implement China’s Education Modernization 2035 Plan,and contribute theoretical strength to the formation of a Chinese atmosphere,Chinese style,and Chinese paradigm of education modernization,the breakthrough in the theoretical construction and practical exploration of China’s education modernization urgently needs to be made:it is urgent to deepen the understanding of the relationship between the Chinese characteristics of China’s education modernization and the universality of the world;it is urgent to systematically consider the relationship and systematicity of China’s education modernization;it is urgent to think,with a local view,the essential connotation and indicator system of China’s education modernization;it is urgent to proactively respond to the turning point and historical opportunity of China’s education modernization;it is urgent to further explore how the modernization of Chinese education can promote the great rejuvenation of the Chinese nation.The“Chinese path”,which is rooted in the local context and reflects characteristics and highlights traits,bears three dimensions of value orientation,namely“strengthening oneself”,“serving the country”and“assisting growth”.The proposal of Chinese path to modernization provides a new framework for the future development of China’s education modernization,and also provides a new pattern and value implication for the theoretical innovation and practical direction of China’s education modernization:the“Chinese path”leads China’s education modernization to take an independent and endogenous development path;it overcomes the drawbacks in the process of education modernization;it transcends the past analytical frameworks;it highlights the unique path of socialist education modernization with Chinese characteristics;it positions the unique pattern and value implication of China’s education modernization.The Chinese path bears four implications—in the comp

关 键 词：中国教育现代化 中国式现代化 新质人才 中国文化传统 

分 类 号：G40[文化科学—教育学原理]