“双减”背景下学校育人的空间转向

The Spatial Turn of School Education under the Background of “Double Reduction ”

空间不仅具有盛载教育现象与教育活动的功能,更具有教育生产和建构的意义,要解释和解决教育问题必须具备相应的空间观念。从空间的视角反思学校育人面临的困境,发现其存在教育生态空间区隔、学校物质空间虚化、教师自主空间局限和学生发展空间被挤占等问题。新时代“双减”改革直指上述困境,以期将教育生态空间从“自我区隔”转向“协同开放”;学校物质空间从“或有或无”转向“可感可知”;教师自主空间从“被动压制”转向“主动发展”;学生发展空间从“刚性约束”转向“韧性培养”。通过构建多维一体的教育生态空间、营造学校和谐平等的文化空间、落实教师赋权增能的自由空间以及健全学生发展的生命空间,实现学校育人的空间转向。

Space not only has the function of containing educational phenomena and educational activities, but also has the meaning of educational production and construction. To explain and solve educational problems, we must have the corresponding spatial concept. From the perspective of space to reflect on the difficulties faced by school education, we found that there are some problems. For the sample, the separation of educational ecological space, the formalization of school material space, the limitation of teachers’ independent space, and the squeeze of students’ development space. The “double reduction” reform in the new era directly refers to the above-mentioned dilemma. It is hoped that the educational ecological space can be transformed from “self-separation” to“ collaborative opening”, the school material space from “either-or not” to “perceptible”, the teacher autonomous space from “passive suppression” to “active development”, and the student development space from “rigid constraint” to“resilience cultivation”. It is necessary to construct a multi-dimensional integrated education ecological space,create a harmonious and equal cultural space for schools, implement the free space for teachers to empower and enhance their abilities, and improve the living space for students to develop, to realize the spatial transformation of school education.