摘要
为应对自然生态危机、贫困学生的学业质量危机以及乡村青年的地方身份认同危机,部分西方国家的乡村教育经历着以"地方"为支点的教育生态转型实践,即在地化教育。在地化教育的理念辩证地融合了生态正义理论、实用主义教育哲学以及批判教育学的理论内涵,通过为"地方"赋权,将培养公民意识、增进社区福祉以及提升学校效能紧密联系起来,学校教育转向"教人存在"的生态思维,以"自下而上"的变革方式为主导,以学习和教学方式变革为手段,以主题课程为载体,以社区资源、知识、文化的教育价值为中介,提高了学生的学业成就,助力社区民主和生态治理,体现了其可持续的本质。
In order to cope with the natural ecological crisis, the academic quality crisis of poor students and the local identity crisis of rural youth, Place-Based Education has transformed rural educational ecology in some foreign countries. The thought of Place-Based Education stems from the theory of ecological justice, Dewey’s educational philosophy of pragmatism and critical pedagogy. The core purpose of Place-Based Education cultivates a sense of citizenship, improves community welfare and improves school effectiveness together by empowering the "place". The point is that Place-Based Education makes the aims of schooling turn to "learn to being" instead of "learn to earn". And, Place-Based Education has been dominated by the Bottom-up change of teachers or nonprofit organization. Then, Place-Based Education need teachers and students to change their ways of teaching and learning, such as outdoor learning,participating in community governance, conducting natural or history research and so on. In general, the subject course is the carrier of Place-Based Education, the education value of community resources, knowledge and culture is the intermediary, and sustainability is its essence.
作者
王红
邬志辉
Wang Hong;Wu Zhihui(China institute of Rural Education Development, Northeast Normal University,Changchun 130024)
出处
《比较教育研究》
CSSCI
北大核心
2019年第9期98-105,共8页
International and Comparative Education
基金
教育部人文社会科学重点研究基地重大项目“中国农村教育发展基本类型与模型建构研究”（项目编号：18JJD880001）成果
关键词
乡村教育
在地化教育
地方意识
教育生态转型
rural education
place-based education
place-consciousness
education ecological transformation
