摘要
作为人类发展史上组织化教育的原型,家庭教育在较长时间内是人类社会主要的教育形式,肩负着培养儿童成为社会人的职能。但随着社会发展,家庭教育也不可避免地受到了现代性浪潮的冲击,在象征标志和专家系统两种动力机制作用下逐步向学校教育作出让渡,出现了“脱域”,其“在场”的教育意义被虚化。对现代性的反思中,家庭教育重新返场,在“结构—制度—文化”动力框架作用下“嵌入”到教育场域中,为教育之现代性“隐忧”祛魅。构建家庭教育和学校教育“共同在场”的育人共同体,是家庭教育的发展愿景:以共建逻辑型构家校育人制度共同体、以共享逻辑培育家校育人理念共同体、以共治逻辑形塑家校育人行动共同体、以共鸣逻辑筑牢家校育人情感共同体。
As the prototype of organized education in the history of human development,family education has been the main form of education in human society for a long time,shouldering the function of preparing children to become social beings.But with the development of society,family education is inevitably affected by the wave of modernity.Under the action of two dynamic mechanisms:the symbolic form and the expert system,family education made a transition to school education,and the phenomenon of“de-domain”occurred with the educational significance of its“presence”has been blurred.In the reflection on modernity,family education returns to the scene and is“embedded”into the field of education under the dynamic framework of“structure-institution-culture”,with the purpose of dismissing the“hidden worries”of modernity in education.The development vision of family education is to construct a community of educating people with the“common presence”of family education and school education:to build a family-school education community under the rule of co-construction logic,to breed a family-school education community under the rule of shared logic,to mold a family-school education community under the rule of co-governance logic,and to construct a family-school education community under the rule of resonance logic.
作者
赵亮
王兆璟
倪娟
Zhao Liang;Wang Zhaojing;Ni Juan
出处
《南京社会科学》
CSSCI
北大核心
2023年第5期135-145,共11页
Nanjing Journal of Social Sciences
基金
国家社科基金教育学重点项目“教育领域风险点特征与防范机制研究”(AFA190009)
江苏省教育改革发展战略性与政策性研究课题“江苏教育领域风险研判与防范机制研究”(ZZ/2020/16)
江苏省教育科学“十四五”规划2021年度重大课题“基础教育高质量发展战略研究”(A/2021/12)的阶段性成果。
关键词
家庭教育
学校教育
现代性
协同育人
共同体
family education
school education
modernity
collaborative education
community
