首页|基于主体性建构向度的扬长教育模式论析

基于主体性建构向度的扬长教育模式论析

Analysis of Strengths-based Education Mode From Subjective Construction Dimensions

扫码查看
人才培养是高等教育的核心使命,也是其存在的基础和目的.当下人才培养问题很大程度上源于学生主体性的缺失.高等教育改革应然要求复归人的主体性建构,考虑个体的多样性,最大限度地帮助其实现自由而全面发展的期许.扬长教育模式,本质上立足于学生个体差异,注重其自主探究、扬长发展.其主体性建构的价值功能可以从知识选择、伦理建构和目标惠及等多个维度进行审视,现实旨趣则体现在坚持以人为本、聚集因材施教和指向多样育才.实践进路的过程设计应立足于学校、教师、学生 3 个层面,着眼于人才培养、资源配置、质量评价等多个环节,指向于德育实施、教学改革、制度优化等多个方面.
Talent training is the core mission of higher education,as well as the foundation and purpose of its existence.At present,the problem of talent training largely stems from the lack of students'subjectivity.The reform of higher education should return to the construction of human subjectivity,consider the diversity of in-dividuals,and help them to achieve their expectations of free and comprehensive development to the maximum extent.Strengths-based Education Mod,essentially based on students'individual different,focuses on students'independent inquiry and development.The value function of its subjectivity construction can be con-sidered from the dimensions of knowledge selection,ethical construction and goal benefit,etc.The realistic purport is embodied in insisting on people-oriented,gathering to teach students in accordance with their apti-tude,and pointing to diverse talent cultivation.In the concrete construction,the process design should be based on the school,teachers and students,focus on personnel training,resource allocation,quality evalua-tion and other links,point to the implementation of moral education,teaching reform,system optimization and other aspects.

strengths-based educationsubjective constructionvaluepathgrowth promotes growth

冯荣、崔永江

展开 >

台州学院,浙江 台州 318000

厦门大学,福建 厦门 361000

扬长教育 主体性建构 旨趣 路径 以长促长

教育部2020年产学合作协同育人项目教育部人文社会科学研究专项课题教育部人文社会科学研究专项课题(高校辅导员研究)台州市哲学社会科学规划"习近平新时代中国特色社会主义思想"专项课题

20200226904620JD71003823JDSZ314023GHXZ01

2024

现代教育科学
吉林省教育科学院 吉林省高等教育学会

现代教育科学

CHSSCD
影响因子:0.773
ISSN:1005-5843
年,卷(期):2024.(3)