摘要
借鉴“互学互鉴”的思想方法、价值取向和发展战略,可以发现当前终身教育系统内的主体间关系存在割裂状态。回归到具体个人的学习关系,每一位具体个人都是“学者”和“教者”,具体个人之间的角色关系因教育或学习过程的复杂性而显示出超级复杂性,且具体个人对主体间关系的角色自觉与行为自觉有助于终身教育的实现。因此,恢复具体教育时段、不同教育时段、不同教育类型间的主体间共学互学关系,有助于终身教育系统新形态的形成。
Drawing on the thinking method,value orientation and development strategy of"mutual learning",it can be found that the relationship among subjects in the current lifelong education system is fragmented.In terms of the learning relationship of a specific individual,each specific individual is a"learner"and an"educator".The role relationship among the specific individuals shows super complexity due to the complexity of education or learning process.And the role and behavior consciousness of the relationship among subjects contributes to the realization of lifelong education.Therefore,restoring the mutual learning relationship among subjects in specific educational period,different educational period and different educational types will help the formation of a new form of lifelong education system.
作者
李家成
程豪
Li Jiacheng;Cheng Hao(East China Normal University)
出处
《终身教育研究》
2020年第6期22-27,共6页
Lifelong Education Research
关键词
终身教育
共学互学
思想方法
价值取向
发展战略
lifelong education
learning together and mutual learning
thinking method
value orientation
development strategy
