新中国成立70年来我国劳动教育政策的价值选择及其变迁
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摘要
在新中国成立70年的社会政治经济变革的背景下,基于政策文本,结合重要历史文献与教育改革事件,回顾我国劳动教育政策的价值选择及其变迁发现:新中国成立70年来劳动教育政策的价值选择是在工具理性与价值理性的博弈中不断演进的,历经了劳动教育政策的工具理性价值选择、劳动教育政策的工具理性与价值理性价值共存、劳动教育政策的工具理性价值回归、劳动教育政策价值由工具理性向价值理性转变、劳动教育政策的价值理性彰显等五个阶段。回顾、总结和检视我国劳动教育政策的价值变迁理路有助于明晰劳动教育政策的价值取向,为我国今后劳动教育政策的制定提供历史镜鉴和智慧,从而为促进人的全面发展提供更有力的保障。
In the background of the social, political and economic changes in the 70 years since the Founding of People's Republic of China, based on policy texts, combining important historical documents and educational reform events, we review the value choices of China's labor education policy and its changes and find that: The value choice of labor education policy in the 70 years since the founding of New China has evolved in the game of instrumental rationality and value rationality. It has experienced about five stages including the value choice of tool rationality of labor education policy, the instrument rationality of labor education policy and the value rationality and coexistence, the return of the instrument rationality value of the educational policy, the value of the labor education policy from the instrumental rationality to the value rationality, and the manifestation of value rationality of the labor education policy. Reviewing,summarizing and examining the value changes of China's labor education policy and the success or failure will help to clarify the value orientation of labor education policy, provide historical mirrors and wisdom for the formulation of China's future labor education policy, and provide more powerful guarantee for promoting the all-round development of people.
In the background of the social, political and economic changes in the 70 years since the Founding of People's Republic of China, based on policy texts, combining important historical documents and educational reform events, we review the value choices of China's labor education policy and its changes and find that: The value choice of labor education policy in the 70 years since the founding of New China has evolved in the game of instrumental rationality and value rationality. It has experienced about five stages including the value choice of tool rationality of labor education policy, the instrument rationality of labor education policy and the value rationality and coexistence, the return of the instrument rationality value of the educational policy, the value of the labor education policy from the instrumental rationality to the value rationality, and the manifestation of value rationality of the labor education policy. Reviewing,summarizing and examining the value changes of China's labor education policy and the success or failure will help to clarify the value orientation of labor education policy, provide historical mirrors and wisdom for the formulation of China's future labor education policy, and provide more powerful guarantee for promoting the all-round development of people.
引文
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[14]徐贵权.论价值理性[J].南京师大学报(社会科学版),2003,(5):10-14.
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[18]李珂,曲霞.1949年以来劳动教育在党的教育方针中的历史演变与省思[J].教育学报,2018,(5):63-72.
[2]陈振明.工具理性批判---从韦伯、卢卡奇到法兰克福学派[J].求是学刊,1996,(4):4-9.
[3]李仁春.“教育必须与生产劳动相结合”和“认识必须与实践相结合”[J].毛泽东思想研究,1999,(S2):158-159.
[4]徐长发.我国劳动技术教育的发展[J]教育研究,2004,(12):11-16.
[5]陈至立.面向21世纪教育振兴行动计划学习参考资料[M].北京:北京师范大学出版社,1999.6.
[6]中央教育科学研究所.中华人民共和国教育大事记(1949-1982)[M].北京:教育科学出版社,1983.24.
[7]关保英.教育行政法典汇编(1949-1965)[M].济南:山东人民出版社,2016.119.
[8]陈静,黄忠敬.从“体力教育”到“能力教育”---我国劳动教育政策的发展与变迁[J].中国德育,2015,(16):33-38.
[9]刘少奇.刘少奇选集(下)[M].北京:人民出版社,1981.465-469.
[10]毛泽东.毛主席论教育革命[M].北京:人民出版社,1967.11.
[11]《中国教育年鉴》编辑部.中国教育年鉴(1949-1981)[M].北京:中国大百科全书出版社,1984.467.
[12]中共中央文献研究室.邓小平论教育[M].北京:人民教育出版社,1995.70-71.
[13]王卫国.建国以来教育同生产劳动相结合法规文献汇编[M].北京:教育科学出版社,1995.433.
[14]徐贵权.论价值理性[J].南京师大学报(社会科学版),2003,(5):10-14.
[15]施九青.马克思恩格斯人的自由发展思想研究[J].改革与战略,2018,(1):17-24.
[16]中国政府网.习近平出席全国教育大会并发表重要讲话[EB/OL].http://www.gov cn/xinwen/2018-09/10/content_5320835.htm2018-09-10.
[17]胡美灵.价值理性与工具理性的彰显与统一---习近平新时代中国特色社会主义法治思想的逻辑理路[J].湖南社会科学,2018,(5):1-9.
[18]李珂,曲霞.1949年以来劳动教育在党的教育方针中的历史演变与省思[J].教育学报,2018,(5):63-72.
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