主体人视域下主体教育的意涵阐释、现实阻隔与应对路径  

Interpreting the Implications,Real Barriers,and Response Paths of Subject Education from the Perspective of Subjectivity

作　　者：李润洲[1] LI Runzhou(College of Education,Zhejiang Normal University,Jinhua,Zhejiang,China,321004)

机构地区：[1]浙江师范大学教育学院,浙江金华321004

出　　处：《教育文化论坛》2025年第2期1-10,共10页Tribune of Education Culture

基　　金：国家社会科学基金教育学一般项目“高质量教育视域下师德养成的机制与路径研究”(BEA190115)。

摘　　要：主体教育是具有中国特色、中国风格与中国气派的教育理论。主体教育的未来发展需从主体人的视域澄清主体教育的意涵,并基于主体人视域丰富、完善主体教育。主体人是一个个活生生的人,至少蕴含三重意涵:在世界之中存在而拥有世界,以身体为中介与自然、社会、自我打交道,且能说“我”。从主体人的三重意涵来看,主体教育是享有意义、具身学习与自我实现的教育。当下,主体教育主要面临着意义缺失、学习离身与自我迷失等现实阻隔。因此,主体教育的应对路径至少有三:充盈教育意义,夯实主体教育的根基;践行具身学习,标识主体教育的路标;实现自我价值,达成主体教育的旨趣。Subject education is an educational theory characterized by Chinese characteristics,Chinese style,and Chinese demeanor.The future development of subject education needs to clarify the implications of subject education from the perspective of subjectivity and enrich and improve subject education based on this perspective.The subject is a living individual,embodying at least three layers of meaning:existing in the world and possessing the world,interacting with nature,society,and self through the body,and being able to say"I".From the threefold meaning of the subject humans,subject education is understood as education that is meaningful,embodied learning,and self-realization.Currently,subject education is primarily facing real barriers such as a lack of meaning,detachment from embodied learning,and self-loss.Therefore,there are at least three response paths for subject education:enriching educational significance to consolidate the foundation of subject education;practicing embodied learning to identify the milestones of subject education;and achieving self-worth to fulfill the purpose of subject education.

关 键 词：主体教育 主体人 世界 身体 具身学习 

分 类 号：G40-02[文化科学—教育学原理]