教育科学 ›› 2024, Vol. 40 ›› Issue (5): 1-14.

• 教育强国建设专题研究 •    下一篇

基础教育改革与学科建设(笔谈)

柳海民, 侯怀银, 余文森, 李敏   

  • 出版日期:2024-09-15 发布日期:2024-11-01
  • 作者简介:柳海民(1953- ),男,吉林永吉人,东北师范大学教育学部教授,博士生导师,主要从事教育基本理论等方面的研究;|侯怀银(1963- ),男,山西平遥人,山西大学教育科学学院教授,博士生导师,山西大学中国社会教育研究院院长,主要从事教育基本理论等方面的研究;|余文森(1963- ),男,福建莆田人,福建师范大学教育学院教授,博士生导师,教育部基础教育课程标准修订综合组核心专家,主要从事课程与教学论的研究和教学工作;|李敏(1979- ),女,安徽宿州人,首都师范大学初等教育学院教授,博士生导师,主要从事小学教育研究、德育研究。

Basic Education Reform and Discipline Construction (Written Discussion)

Liu Haimin, Hou Huaiyin, Yu Wensen, Li Min   

  • Online:2024-09-15 Published:2024-11-01

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摘要：

如何构建高质量基础教育体系是基础教育学研究需要回答的时代命题。有效推进高质量基础教育体系建设,需要明确基础教育的现实需求和现存问题,从而找到基础教育改革的发力点。基础教育学研究需要明确高质量基础教育体系的内涵,精准把握高质量基础教育体系建设的制度优势和现实差距,提出切实可行的高质量基础教育体系建设的路径。终身教育视野下,基础教育是个体终身学习和终身成长的教育基础,是社会发展的重要事业。中国基础教育学学科建设的根本任务是建构中国基础教育学自主知识体系,基本路径是建设中国基础教育学学科体系、学术体系和话语体系。2017年颁布的普通高中课程标准和2022年颁布的义务教育课程标准,从各个学科(各门课程、各门科目)的视角回答了基础教育阶段如何培养人的问题,从这个意义上说,课程标准是一门特殊的基础教育学,具有鲜明的政策性、实践性和探索性。基础教育学的学科建设深受教育学及其分支学科、交叉学科的理论滋养,其自身的知识生产遵循内生逻辑。构建基础教育学自主知识体系既要立足当下,以破解新时代基础教育难题为己任,又要贯通历史和未来,在历史智慧与未来机遇中汲取基础教育学自主知识体系建设的力量。

关键词: 基础教育学, 自主知识体系, 实践路径, 课程标准, 知识生产

Abstract:

How to build a high-quality basic education system is a question that the study of pedagogy in basic education needs to answer in the contemporary era. To effectively promote the construction of a high-quality basic education system,it is necessary to clarify the practical needs and existing problems of basic education,thereby identifying the focal points of basic education reform. The study of pedagogy in basic education needs to clarify the connotation of a high-quality basic education system,accurately grasp the institutional advantages and practical gaps in the construction of a high-quality basic education system, and propose a practical and feasible path for building a high-quality basic education system. From the perspective of lifelong education,basic education is the educational foundation for individual lifelong learning and growth, and an important cause for social development. The fundamental task of the construction of the discipline of pedagogy in basic education in China is to construct an autonomous knowledge system of basic education in China,and the basic approach is to build the discipline system, academic system,and discourse system of pedagogy in basic education in China. The general high school curriculum standards issued in 2017 and the compulsory education curriculum standards issued in 2022 answer the question of how to educate people at the basic education stage from the perspective of various disciplines (various courses and subjects). In this sense, the curriculum standards are a special pedagogy in basic education, which has distinct policy, practical and exploratory characteristics. The discipline construction of pedagogy in basic education is deeply nourished by the theory of pedagogy and its branches and interdisciplinary disciplines, and its knowledge production follows endogenous logic. The construction of an autonomous knowledge system of pedagogy in basic education should not only base on the present,take the task of solving the problems of basic education in the new era as its responsibility,but also connect history and the future, and draw strength from the historical wisdom and future opportunities to build the autonomous knowledge system of basic education.

Key words: pedagogy in basic education, autonomous knowledge system, practice path, curriculum standard, knowledge production

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