家校社协同育人实施途径新探索——基于《教育人类学》空间观的教育意蕴  

New Explorations on the Implementation of Collaborative Education among Home, School and Community—Based on the Educational Implication of Spatial Perspective of “Educational Anthropology”

作　　者：赵玉辉 吕伟艳 

机构地区：[1]浙江师范大学教育学院,浙江 金华 [2]首都师范大学教育学院,北京

出　　处：《教育进展》2023年第3期1204-1209,共6页Advances in Education

摘　　要：在《教育人类学》一书中,博尔诺夫阐述了教育人类学意义上的空间观。这种空间观主要包括:内部、外部以及自由空间。内部空间为安全舒适的私人区域,外部空间为共同行动的公共空间,自由空间指令人心驰神往的广阔世界。三种空间可与三种不同形态的教育空间一一对应,内部空间可隐喻为家庭空间,外部空间可隐喻为学校空间,自由空间可隐喻为社会空间。其空间观至少对探索家校社协同育人至少有着如下启示:其一,对家庭教育而言,需要保护氛围,维护教育的稳定性;其二,学校教育需要应对风险,把握教育的非连续性;其三,社会教育需要进行激励,关注教育的未来性;其四,就三位一体而言需要连接不同空间,保持教育的平衡性。Otto Friedrich Bollnow elaborates on the spatial concept of educational anthropology in his book “Anthropology of Education”. This spatial concept mainly includes: internal, external, and free space. The internal space is a safe and comfortable private area, the external space is a public space for collective action, and the free space refers to a vast world that inspires the human mind. These three types of spaces can correspond to three different forms of educational spaces, where the in-ternal space can be metaphorically represented as the home space, the external space can be met-aphorically represented as the school space, and the free space can be metaphorically represented as the social space. This spatial concept provides at least the following insights for exploring the collaborative education among families, schools, and society: First, for family education, it is necessary to protect the atmosphere and maintain the stability of education. Second, school education needs to respond to risks and grasp the non-continuity of education. Third, social education needs to provide motivation and focus on the future of education. Fourth, in terms of the tripartite relationship, it is necessary to connect different spaces and maintain the balance of education.

关 键 词：博尔诺夫 空间观 家校社 教育人类学 

分 类 号：G63[文化科学—教育学]