默会知识观视域下立德树人的逻辑架构与高质量培育路径

The Logical Structure and High-quality Cultivation Path of Moral Education in the Context of the Tacit Knowledge View

立德树人是新时代教育高质量发展的根本任务,不仅依靠由显性知识牵引的育人模式,更应发挥默会知识观在人才培养全过程的能动作用。默会知识观为构建立德树人的实践路径提供了新视角。默会知识观深探知识的默会维度,确证其在立德树人场域的适用性和逻辑机理,助益于创生以人的实质自由为关照的主体逻辑,形塑以默会交往为基础的实践逻辑,彰显以道德共同体为旨归的价值逻辑。然而,教条化单向度的显性知识教学、实践性弱化的培育导向、优绩主义的育人环境,成为阻碍默会知识观作用于铸魂育人的现实障碍。基于此,重新构想默会知识观下的立德树人高质量培育,应打造多元知识共融的默会育人模式,健善以道德实践为贯彻的发展性评价体系,营造充盈道德共同体实践智慧的育人生态。

The establishment of moral education is the fundamental task of high-quality development of education in the new era, which not only relies on the education model drawn by explicit knowledge, but also should give play to the dynamic role of tacit knowledge concept in the whole process of talent cultivation. Tacit knowledge provides a new perspective for constructing the practice path of moral cultivation The tacit knowledge concept explores the tacit dimension of knowledge and confirms its applicability and logical mechanism in the field of moral education, which helps to create a logic of the subject that focuses on the substantive freedom of human beings, shape a logic of practice based on tacit interaction, and manifest a logic of value that takes moral community as the goal. However, the dogmatic one-way teaching of explicit knowledge, the nurturing orientation of test-taking instead of practice, and the meritocratic nurturing environment have become real obstacles to the role of the tacit knowledge concept in the nurturing of the soul. Based on this, to reconceptualize the high-quality cultivation of moral education under the tacit knowledge concept, we should create a tacit education model with the integration of multiple knowledge, improve the developmental evaluation system that implements moral practice, and create an education ecology that is full of practical wisdom of moral community.