中小学生人文素养的内涵与表现水平研究

北京师范大学学报(社会科学版) ›› 2022, Vol. 0 ›› Issue (1): 46-54.

中小学生人文素养的内涵与表现水平研究

王泉泉¹, 刘霞¹, 莫雷², 张文新³, 李红⁴, 林崇德¹

1.北京师范大学发展心理研究院,北京 100875;
2.华南师范大学心理学院,广州 510631;
3.山东师范大学,济南 250014;
4.深圳大学心理学院,深圳 518060

出版日期:2022-01-25 发布日期:2022-02-23
作者简介:林崇德(通讯作者,E-mail:linchongdebnu@139.com),北京师范大学发展心理研究院教授。
基金资助:
教育部人文社会科学重点研究基地重大项目“中小学生核心素养的发展与评价”(16JJD880008);教育部哲学社会科学研究重大课题委托项目“我国基础教育阶段和高等教育阶段学生核心素养模型研究”(13JZDWJY03)。

The Connotation and Performance of Humanistic Competency of Chinese Primary and Secondary School Students

WANG Quanquan¹, LIU Xia¹, MO Lei², ZHANG Wenxin³, LI Hong⁴, LIN Chongde¹

1. Institute of Development Psychology,BNU,Beijing 100875;
2. School of Psychology,South China Normal University,Guangzhou 510631;
3. Shandong Normal University,Jinan 250014;
4. School of Psychology,Shenzhen University,Shenzhen 518060,China

Online:2022-01-25 Published:2022-02-23

摘要/Abstract

摘要： 人文教育是立德树人的首要工程,在当前核心素养教育改革的进程中,人文教育的核心就在于提升学生的人文素养。其中,中小学生人文素养的培养是人文教育的基础和关键,但目前鲜有系统研究涉及。基于此,本文首先在对人文素养内涵与价值定位认识的基础上,着重从核心素养视角出发探讨我国中小学生人文素养的结构维度,提出人文素养的结构包括人文积淀、人文情怀和审美情趣三大关键成分。其中,人文积淀是人文素养形成的前提和基础;人文情怀是人文素养的动力系统,是人文素养的最高层面;审美情趣是促进学生人文素养提升的重要途径。其次,本文结合当前教育政策、发展科学证据、国际经验借鉴和质性调查分析,研制出我国中小学生人文素养发展的具体表现水平。最后,本文旨在为核心素养改革下中小学生人文教育提供借鉴和启示,包括深刻理解人文素养内涵、探索人文素养评价指标体系、加强中小学人文素养研究与培养实践等。

关键词: 核心素养, 人文素养, 人文积淀, 人文情怀, 审美情趣

Abstract: Humanistic education is the primary project of moral education.In the current process of core competency education reform,the core of humanistic education lies in improving students' humanistic competency.In this respect,the cultivation of primary and middle school students' humanistic competency is the basic and crucial factor in humanistic education,but there are few systematic studies involved.Based on this,this paper firstly discusses the structural dimension of Chinese primary and middle school students' humanistic competency from the perspective of key competencies on the basis of understanding the connotation and value orientation of humanistic competency,and puts forward the notion that the structure of humanistic competency includes three key components:humanistic knowledge,humanistic spirit and aesthetic taste.Among them,humanistic knowledge is the premise and foundation of humanistic competency.Humanistic spirit are the driving system of humanistic competency and the highest level of humanistic competency.Aesthetic taste is an important way to promote students' humanistic competency.Secondly,based on current education policies,scientific evidence of development,international experience and qualitative investigation and analysis,this paper studies the specific performance level of humanistic competency development of Chinese primary and secondary school students.Finally,this paper aims to provide reference and inspiration for the humanistic education of primary and secondary school students under the reform of key competencies,including a deep understanding of the connotation of humanistic competency,exploring the evaluation index system of humanistic competency,and strengthening the research and cultivation practice of humanistic competency in primary and secondary schools.

Key words: key competencies, humanistic competency, humanistic knowledge, humanistic spirit, aesthetic taste

中图分类号:

G521

王泉泉, 刘霞, 莫雷, 张文新, 李红, 林崇德. 中小学生人文素养的内涵与表现水平研究[J]. 北京师范大学学报(社会科学版), 2022, 0(1): 46-54.

WANG Quanquan, LIU Xia, MO Lei, ZHANG Wenxin, LI Hong, LIN Chongde. The Connotation and Performance of Humanistic Competency of Chinese Primary and Secondary School Students[J]. Journal of Beijing Normal University(Social Sciences), 2022, 0(1): 46-54.

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