生成性过程视角下学校民族团结进步教育高质量发展

High-quality Development of National Unity and Progress Education in Schools from the Perspective of Generative Process

以铸牢中华民族共同体意识为核心的学校场域民族团结进步教育高质量发展本质是以主体交互性、内容生活性、手段创造性和评价过程性为特征的生成性过程。运用怀特海过程哲学理论建构而成的“主体性—相关性—创造性—过程性”模型,从教育主体、教育内容、教育手段和教育评价四个维度关照学校场域民族团结进步教育高质量发展的生成性过程。学校场域民族团结进步教育高质量发展要基于过程逻辑,即对话性师生关系、生活性知识世界、创造性技术手段以及过程性评价标尺的逻辑层次。然而,学校场域民族团结进步教育低质量发展呈现出学生本位的“主体建构”仍需强化、知识世界的“生活关联”相对薄弱、数字化手段推送的“共情体验”亟待深化以及质量评价的“过程生成”有待彰显的现实样态。鉴于此,提出强化主体交互、优化知识谱系、赋能数字技术平台和实化动态评价的路径重构,推动民族团结进步教育高质量发展的质态跃迁。

The essence of the high-quality development of national unity and progress education in the school field with the core of fostering a strong sense of community for the Chinese nation is a generative process characterized by subject interaction,content life,means creativity and evaluation process.Adopting the"subjectivity-correlation-creativity-process"r model constructed by Alfred North Whitehead's process philosophy theory,the generative process of high-quality development of national unity and progress education in school field is studied from four dimensions:educational subject,educational content,educational means and educational evaluation.The high-quality development of national unity and progress education in school field should be based on process logic,that is,the logical level of dialogue teacher-student relationship,life knowledge world,creative technical means and process evaluation scale.However,the low-quality development of national unity and progress education in the school field shows the reality that the student-centered"subject construction"still needs to be strengthened,the"life connection"of the knowledge world is relatively weak,the"empathy experience"promoted by digital means needs to be deepened,and the"process generation"of quality evaluation needs to be highlighted.Addressing this,the article proposed to strengthen the interaction of subjects,optimize the knowledge pedigree,empower the digital technology platform and realize the path reconstruction of dynamic evaluation,so as to promote the qualitative transition of the high-quality development of national unity and progress education.