“知识与素质话语之争”的价值反思

Reflection on the Value of the "knowledge and Competence Benchmarks Dispute" in Education Reform

基础教育改革"知识与素质话语之争"的理论渊源是近现代"实质教育"与"形式教育"以及"科学价值"与"人文价值"两套教育知识话语体系在中国学校场域的激烈演绎与回归。问题的关键在于,无论"知识本位"话语者坚守的教育"价值中立"立场,还是"能力本位"话语者捍卫的教育"强价值"立场,都极易割裂知识自身价值与工具价值及知识习得与能力发展的紧密关系,轻视利用知识自然发展能力这一基点,一味追求对学生素质的特别培养。基于"学习者本位"的教育"弱价值"话语立场,在大众化的青少年儿童素质的渐进发展中,知识的工具价值是有限的,而其自然作用是主要的和大量的,在学校中忽视或完全否定这一点,将会不断加大学生的学业负担和教师的工作负荷,并对整个教育生态产生不利影响。

The theoretical foundations of the dispute between knowledge standard and quality standard in the basic education reform are the divergences between ＂substantial education＂ theory and ＂formal education＂ theory, as well as the debates between ＂scientific value＂ and ＂humanistic values＂. The problem, however, is that both the ＂value neutrality stance＂ hold by knowledge standard advocators and the ＂strong value stance＂ hold by quality standard advocators, are extremely apt to isolate from each other the innate value and the instrumental value of knowledge and ignore the connection between knowledge acquirement and ability development. They both are easily to underestimate the utilization of knowledge to naturally develop ability and pursuit only the specific cultivation of students＂ quality. On the contrary, the ＂weak value stance＂ based on ＂learner standard＂ claims that during the popularized gradual quality development of adolescents, the instrumental value of knowledge is limited and its natural effects are massive and primary. Ignoring or even denying these in school education will cause the accumulation of students＂ learning burden as well as teachers＂ working load leading to negative influence on education ecosystem.