王畿工夫课程思想的自主发展意蕴  

The Implications of Self-directed Development in Wang Ji's Gongfu Curriculum Philosophy

作　　者：张震 余贞贞 ZHANG Zhen;YU Zhenzhen(School of Teacher Education,Huzhou University,Huzhou,313000,China)

机构地区：[1]湖州师范学院教育学院,湖州313000

出　　处：《全球教育展望》2025年第3期42-53,共12页Global Education

基　　金：2023年度国家社会科学基金优秀博士论文出版项目“明代工夫课程的兴起与演变研究”(项目编号:23FYB068);2022年度教育部人文社会科学青年基金项目“工夫论视域下的阳明心学教育及当代价值研究”(项目编号:22YJCZH251)的研究成果之一。

摘　　要：自主发展是核心素养三大基础范畴的关键,也是连接中华优秀传统文化的重要枢纽。明代教育家王畿是华夏教育史中自主教育范式的典型代表,其工夫课程思想蕴含着深刻的自主发展意蕴。本研究围绕课程(工夫路径)、教学(工夫指导)与学习(工夫修习)三大维度,梳理王畿旨在培养“大豪杰”的自主型课程、强调把握“悟入之机”的自主型教学和讲究“立志当下,直下承当”的自主型学习,从而使其中的自主发展意蕴得以充分彰明,以资今用。Self-directed development is a crucial element of the three foundational domains of core competencies and acts as a pivotal link to Chinese esteemed traditional culture.Wang Ji,an educational philosopher from the Ming Dynasty,is a distinguished representative of the self-directed education paradigm in Chinese educational history.His Gongfu curriculum philosophy encapsulates profound meanings of self-directed development.By examining the triad of curriculum(Gongfu pathways),teaching(Gongfu guidance),and learning(Gongfu practice),this study aims to delineat Wang Ji's autonomous curriculum designed to cultivate“great heroes”,his autonomous teaching focusing on the mastery of“moments of enlightenment”,and his autonomous learning emphasizing“immediate determination and take responsibility directly”,in order to effectively highlight the essence of self-directed development,and offer valuable insights for contemporary educational practices.

关 键 词：核心素养 王畿 工夫教育 标识性概念 中国教育话语 

分 类 号：G423[文化科学—课程与教学论]