红色文化教育进校园的实践逻辑浅析

On the Practice Logic of School Red Culture Education

基于理论与实践的双重考量,红色文化进校园理应是一种常态、系统和渐进的教育过程。审视当前学校红色文化教育实践,大致存在三种偏差:将红色文化教育视作学校教育的“增项”“缺项”或“主项”,致使其出现“角色边缘化”“内容片面化”或“作用功利化”等情形。正确处理好内容传授与实践体验、个体功能与社会功能、普遍本质与特殊形式、主体性与系统性等四对关系是理解和把握学校红色文化教育实践逻辑的关键所在。

Based on both theory and practice,red culture entering the campus should be a normal,systematic and gradual education process.Examining the current practice of red culture education in schools,there are roughly three kinds of misunderstandings:the red culture education is regarded as an“addition”,“missing item”or“main item”of school education,resulting in the situation of its“marginalized role”,“one-sided content”or“utilitarian function”.The key to understanding and grasping the practice logic of school red culture education is to correctly deal with the four pairs of relations,namely,content teaching and practical experience,individual function and social function,universal essence and special form,subjectivity and systematism.