梁漱溟中国特色乡村教育理论的建构及其现实意义

The Construction of Liang Shuming's Theoretical System of Rural Education with Chinese Characteristics and Its Practical Significance

现代教育家梁漱溟通过山东曹州办学探索、广州乡治教育活动以及河南村治学院实践初步形成的乡村教育理论,成为他从事山东邹平乡村建设的理论导向。基于对乡村建设缘起、内涵及道路选择的思考,梁漱溟主张乡村教育一方面通过订立乡规民约、建设新礼俗,另一方面适度引入西方文化科技知识和组织方式,实现乡村社会由传统向现代转型。而实现这一目标的主要途径则在于包括社会非制度化教育在内的大教育。因此,在改造学校教育的同时,应充分发挥社会教育、成人教育等多种形式教育的功能,以汇聚成建设乡村社会的教育合力。上述思想观点不仅在民国乡建运动中影响深远,而且对当前乡村教育振兴也有积极的意义。

The modern educationist Liang Shuming’s theory of rural education, which was formed through the educational exploration in Caozhou of Shandong, the township education in Guangzhou and the practice of Henan Village Autonomy College, became his theoretical orientation to the rural construction in Zouping of Shandong. Based on the thinking about the origin, the connotation and the road choice of rural construction, Liang Shuming advocated that the rural education can be implemented in two ways, which are establishing local custom and setting up new customs, and introducing the western cultural and scientific knowledge, thus to achieve the transformation of rural society from tradition to modernity. And a main way to achieve the goal is building a grand education society of noninstitutionalized education. Therefore, while reforming school education, we should give full play to the functions of various forms of education such as social education, adult education and public education, so as to bring together the educational synergies of building a rural society. The above ideas not only made far-reaching impact in the rural construction movement in the Republic of China, but also had positive significance to the current rural education revitalization.