后现代研究方法论视域下教育活力的思维观念突破研究——以混沌理论和复杂系统为切入点的探讨

Research on the Breakthrough of Thinking Concept of Educational Vitality from the Perspective of Postmodern Research Methodology—Discussion Based on Chaos Theory and Complex System

充满活力的教育是教育改革发展的理想状态,指的是教育的主体在教育活动中有积极性、主动性的状态。教育活力是教育改革创新的目标,在国家教育事业发展“十三五规划”中也明确提出通过改革创新和对外开放解决难题、激发活力。然而当前的教育存在一些问题,影响了教育的活力,例如生产力不足,不公平,科学教育理念未确立,功利主义盛行,政策落实不到位等,但现有的研究对此的分析多为现象的分析和建议,缺少对本质的挖掘。本研究认为,教育活力的激发首先是思维观念的突破,其本质是以人为本,然而目前由于学术资本主义和西方逻辑实证主义大行其道,导致我国教育理念的思维模式深受影响。改革创新受阻,教育活力的激发就成为空中楼阁。因此,本研究以后现代研究方法论为指引,以混沌理论和复杂系统理论为切入点,分析教育活力的现状和问题,以批判学术资本主义、后殖民主义和逻辑实证主义为重点,为我国教育活力思维观念的突破提出建议。

Vigorous education is the ideal state of educational reform and development, which refers to ac-tive state of the subject of education in educational activities. Educational vitality is the goal of educational reform and innovation. In the 13th Five-Year Plan for the development of national education, it is clearly proposed to solve problems and stimulate vitality through reform and in-novation and opening up. However, there are some problems in the current education, which af-fect the vitality of education, such as insufficient productivity, unfairness, unestablished scientific education concept, prevalence of utilitarianism, and inadequate policy implementation. However, most of the existing studies analyzing this phenomenon lack the exploration of essence. This study believes that the stimulation of educational vitality is first of all a breakthrough in the concept of thinking, and its essence is people-oriented. However, at present, due to the prevalence of Academic Capitalism and Western Logical Positivism, the thinking mode of China’s educational philosophy is critically affected, and the reform and innovation are hindered, thus, the stimulation of educational vitality becomes an air loft. Therefore, guided by the post-modern research methodology, this study takes Chaos Theory and Complex System Theory as the breakthrough point, analyzes the current situation and problems of educational vitality, and focuses on criticizing academic capitalism, post-colonialism and logical positivism, and puts forward suggestions for the breakthrough of the thinking concept of educational vitality in China.