“好教育”的思维建构路线

The Route to the Thinking Construction of"Good Education"

“好教育”在我们的时代日渐成为一个关键词,在操作的意义上,它是符合一定主体主观意愿并能满足他们功利性和精神性需求的教育想象。理论家通过建构“好教育”以丰实教育理论的实践品格;实践者则通过设计和实现“好教育”以满足自我实现的需要和社会要求。无论是理论家还是实践者,他们对“好教育”的思维建构均可归结为三个步骤:结构性地描述现实教育的不足,有序地展开反向教育品质的联想,系统地进行“好教育”的思维建构。在“好教育”的建构中,价值思维和工程思维各自发挥着独特的作用。具体而言,价值思维的作用主要表现为“好教育”的建构者必然会在充分考虑社会发展需要的基础上,对教育目的和目标进行价值规定;而工程思维的作用则主要表现为“好教育”的建构者为确保整个教育系统功用的有效发挥,必然会在“目的—手段”的框架内进行操作性的系统设计。

"Good education"has increasingly become a key term in our times.Operationally,it is an educational imagination that conforms to the will of certain subjects and meets their utilitarian and spiritual needs.Theorists enrich the practical character of educational theories by constructing"good education,"whereas practitioners design and implement"good education"to self-actualize and meet social needs.Both theorists and practitioners atribute their thinking of"good education"into three steps:structurally describing the defects of realistic education,sequentially developing the association of reverse educational quality,and systematically constructing the thinking of"good education."During the construction of"good education,"value thinking and engineering thinking play their own roles.Specifically,in terms of value thinking,the constructors of"good education"will inevitably define the value of educational purposes and goals based on a complete consideration of the needs for social development;in terms of engineering thinking,the constructors of"good education"will inevitably make an operable and systematic design within the"end-means"framework to ensure the effective functions of the whole educational system.