发达地区农村社区教育运行机制研究
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摘要
构建终身教育体系,迈向学习化社会已成为当今世界的一大潮流。而社区教育作为实现这一目标的重要途径,其在构建终身教育体系中的地位和作用也越来越成为全社会的共识。伴随着中国社会正在由计划经济向市场经济、由单位向社区转型的加剧,通过社区建设、社区教育等现代手段对离散的传统社区进行整合,成为转型期的一项使命。
上世纪90年代以来,我国城市社区教育的开展取得了显著的成果,但是农村地区社区教育发展步伐却远远落后于城市。而农村社区教育关系到“三农”问题的解决,因此,建设社会主义新农村,必须加快农村社区教育发展的步伐。本研究主要运用实证方法,着重对江苏省江阴市澄江镇社区教育的运行机制进行了分析研究。文章在考察澄江镇不同历史时期的经济、政治和文化特征的基础上,将澄江镇社区教育的嬗变分为自发、自觉和科学实验三个阶段,向人们展示其社区教育运行的历史轨迹,剖析出澄江镇社区教育成功运行的深层基础在于国家、市场与社会的协同互动。研究得出以下结论:“大社会、小政府”是发达地区农村社区教育运行的一个基本特征;发达地区农村社区教育的运行更多的需依赖民间组织;社会力量办学将继续成为发达农村在社区外寻求教育供给的重要途径;社区教育需要社会各界的合作。
尽管目前国内关于农村社区教育运行机制的研究已经取得了一定的成果,但理论描述多,实证研究少。江阴作为教育部指定的农村社区教育实验区,经过几年的实践,在社区教育的开展尤其是在社区教育的运行机制方面有其自身的规律和特点,有很多值得借鉴和推广的理论与实践经验。而澄江镇作为江阴市政治、经济和文化中心,又是江阴市社区教育重点实验单位,因此,把澄江镇作为社区教育的个案,研究其良性运行的内外在机制,为澄江镇早日成为“人人皆学之邦”提供理论参考,并以期指导江阴地区其他农村的社区教育实践,推动江阴农村社区教育的规范化、创新化发展。本论文在一些问题的探索中涉及到了社区教育共同关心的问题,通过对这些问题的研究,诚望为类似江阴市澄江镇这样的发达苏南农村的社区教育实践提供理论指导,这些问题的解决也对推动中国农村社区教育科学发展具有理论和现实意义。
It is a great education style of the current world to construct the lifelong education system and head into the learning society. As a important way of realizing the object , the status and effect of community education is more and more important. Accompany with the social transformation from the planned economy to the market economy and from organization to community, it is a mission of the transformation period to integrate traditional community by the modern means, such as community construction and the community education...etc.
The city community education in our country has obtained obvious results since the 1990's. But the community education development step is by far slower in rural areas. the rural community education helps to resolve the problem of“country、peasant and agriculture”. So for the construction of new socialist countryside, we must speed the development step of rural community education. This article uses the empirical research method, and analyze the operational mechanism of community education of Chengjiang town of Jiangyin county in Jiangsu province. On the basis of analysis of economy, politics and the cultural characteristic of in the different history period, the community education of Chengjiang town is divided into three stages, which are spontaneity stage, consciousness stage and scientific experiment stage. It shows the history track of community education , and the deep foundation that community education in Chengjiang operates successfully is interaction and conjunction with nation, market and societies. The main results are as follows:“Big government、Small society”is a basic characteristic that the rural community education in developed areas; It is necessary for nongovernmental organizations to operate rural community education of developed areas; The social organizations supply more and more education chance; The community education needs the cooperation of everyone.
Though the local researches about the operational mechanism of rural community education have already obtained certain results currently. But the theory descriptions are more and the empirical research is little. Jiangyin is the experiment area of rural community education, which Education Ministry specified. Through several years’practice, chengjiang town has formed it’s law and characteristics in community education, especially in the operational mechanism of community education. At the same time, there are a lot of experience of theory and practice, which is useful for reference. Chengjiang town is political、economic and cultural center of the Jiangyin County, and is the experiment organization of community education of Jiangyin. Therefore, make Chengjiang town as a case of community education, to study its operational mechanism is meaningful. Because that make Chengjiang town become a district where everyone all learn, and that can direct the community education practice of other countryside zone in Jiangyin, and promote standardized and innovational development. Thus it is likely to become a model area in which all citizens love to study. It needs to say that, the author’s study of some problems existing in Chengjiang town Community Education includes some problems, which are also the common concern of Community Education. The author expect that the study could provide some theory directions for the practice of Chinaese rural community education, especially for the districts in the south of Jiangsu province.
上世纪90年代以来,我国城市社区教育的开展取得了显著的成果,但是农村地区社区教育发展步伐却远远落后于城市。而农村社区教育关系到“三农”问题的解决,因此,建设社会主义新农村,必须加快农村社区教育发展的步伐。本研究主要运用实证方法,着重对江苏省江阴市澄江镇社区教育的运行机制进行了分析研究。文章在考察澄江镇不同历史时期的经济、政治和文化特征的基础上,将澄江镇社区教育的嬗变分为自发、自觉和科学实验三个阶段,向人们展示其社区教育运行的历史轨迹,剖析出澄江镇社区教育成功运行的深层基础在于国家、市场与社会的协同互动。研究得出以下结论:“大社会、小政府”是发达地区农村社区教育运行的一个基本特征;发达地区农村社区教育的运行更多的需依赖民间组织;社会力量办学将继续成为发达农村在社区外寻求教育供给的重要途径;社区教育需要社会各界的合作。
尽管目前国内关于农村社区教育运行机制的研究已经取得了一定的成果,但理论描述多,实证研究少。江阴作为教育部指定的农村社区教育实验区,经过几年的实践,在社区教育的开展尤其是在社区教育的运行机制方面有其自身的规律和特点,有很多值得借鉴和推广的理论与实践经验。而澄江镇作为江阴市政治、经济和文化中心,又是江阴市社区教育重点实验单位,因此,把澄江镇作为社区教育的个案,研究其良性运行的内外在机制,为澄江镇早日成为“人人皆学之邦”提供理论参考,并以期指导江阴地区其他农村的社区教育实践,推动江阴农村社区教育的规范化、创新化发展。本论文在一些问题的探索中涉及到了社区教育共同关心的问题,通过对这些问题的研究,诚望为类似江阴市澄江镇这样的发达苏南农村的社区教育实践提供理论指导,这些问题的解决也对推动中国农村社区教育科学发展具有理论和现实意义。
It is a great education style of the current world to construct the lifelong education system and head into the learning society. As a important way of realizing the object , the status and effect of community education is more and more important. Accompany with the social transformation from the planned economy to the market economy and from organization to community, it is a mission of the transformation period to integrate traditional community by the modern means, such as community construction and the community education...etc.
The city community education in our country has obtained obvious results since the 1990's. But the community education development step is by far slower in rural areas. the rural community education helps to resolve the problem of“country、peasant and agriculture”. So for the construction of new socialist countryside, we must speed the development step of rural community education. This article uses the empirical research method, and analyze the operational mechanism of community education of Chengjiang town of Jiangyin county in Jiangsu province. On the basis of analysis of economy, politics and the cultural characteristic of in the different history period, the community education of Chengjiang town is divided into three stages, which are spontaneity stage, consciousness stage and scientific experiment stage. It shows the history track of community education , and the deep foundation that community education in Chengjiang operates successfully is interaction and conjunction with nation, market and societies. The main results are as follows:“Big government、Small society”is a basic characteristic that the rural community education in developed areas; It is necessary for nongovernmental organizations to operate rural community education of developed areas; The social organizations supply more and more education chance; The community education needs the cooperation of everyone.
Though the local researches about the operational mechanism of rural community education have already obtained certain results currently. But the theory descriptions are more and the empirical research is little. Jiangyin is the experiment area of rural community education, which Education Ministry specified. Through several years’practice, chengjiang town has formed it’s law and characteristics in community education, especially in the operational mechanism of community education. At the same time, there are a lot of experience of theory and practice, which is useful for reference. Chengjiang town is political、economic and cultural center of the Jiangyin County, and is the experiment organization of community education of Jiangyin. Therefore, make Chengjiang town as a case of community education, to study its operational mechanism is meaningful. Because that make Chengjiang town become a district where everyone all learn, and that can direct the community education practice of other countryside zone in Jiangyin, and promote standardized and innovational development. Thus it is likely to become a model area in which all citizens love to study. It needs to say that, the author’s study of some problems existing in Chengjiang town Community Education includes some problems, which are also the common concern of Community Education. The author expect that the study could provide some theory directions for the practice of Chinaese rural community education, especially for the districts in the south of Jiangsu province.
引文
① 参见:大连市甘井子区社区教育网
② 参见:北京职成教网 (http://www.bjTVET.gov.cn)
① 原始社会时期,我们的祖先为了种族与部落的生存延续与发展的需要,通过一定区域内的共同生活来教育自己,社区教育萌芽伊始,表现为教育与社会生活的结合,以满足发展的需要,只不过这种“结合”是在生产力极为低下的条件下,一种萌芽状态的非组织化、非形式化的“原始结合”。到了奴隶社会阶段,出现了专司新生一代教育的专门职能机构——学校后,虽然学校教育垄断了教育的专门职能,强化了教育的形式化、组织化、制度化,但社区生活依然存在,社区教育也依然存在,只不过主要通过生产劳动、家庭生活和社区成员间的人际交往及乡规民约等自然形式的教化活动,使社区成员习得简单的生产知识和技能,且在潜移默化的过程中接受社会伦理意识并养成社会行为习惯。因此这一时期的社区教育已退居为一种非主流、非正规意义的社会广义教育,是自然形成的社区教育。(邱建新、陆军.社区教育的嬗变[J],扬州大学学报(高教研究版),2001(9):25-27)
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② 参见:北京职成教网 (http://www.bjTVET.gov.cn)
① 原始社会时期,我们的祖先为了种族与部落的生存延续与发展的需要,通过一定区域内的共同生活来教育自己,社区教育萌芽伊始,表现为教育与社会生活的结合,以满足发展的需要,只不过这种“结合”是在生产力极为低下的条件下,一种萌芽状态的非组织化、非形式化的“原始结合”。到了奴隶社会阶段,出现了专司新生一代教育的专门职能机构——学校后,虽然学校教育垄断了教育的专门职能,强化了教育的形式化、组织化、制度化,但社区生活依然存在,社区教育也依然存在,只不过主要通过生产劳动、家庭生活和社区成员间的人际交往及乡规民约等自然形式的教化活动,使社区成员习得简单的生产知识和技能,且在潜移默化的过程中接受社会伦理意识并养成社会行为习惯。因此这一时期的社区教育已退居为一种非主流、非正规意义的社会广义教育,是自然形成的社区教育。(邱建新、陆军.社区教育的嬗变[J],扬州大学学报(高教研究版),2001(9):25-27)
[1] 李一.转型期的社会流动与城乡发展[J].中共浙江省委党校学报,2000(4):23-28
[2] 西奥多·W·舒尔茨.论人力资本投资[M].北京:北京经济学院出版社,1990
[3] Hutchins, R .M. The Learning Society. 1968,134
[4] Lengrandp. An Introduction to Lifelong Education. lst.ed.Paris:UNECO,1970
[5] Ranson,S. Towards a Learning Society[M]. Cassell: London, 1994
[6] Pandak,C. A Rebuilding Civil Society[M]. Frankfurt: Peter Lang, 1999
[7](日)三好信浩.日本教育史第 2 卷(教职科学讲座).福村出版株式会社,1993
[8](日)小林文人等.当代社区教育新视野[M].上海:上海教育出版社,2003
[9](日)三好信浩.日本教育史第二卷(教职科学讲座).福村出版株式会社,1993
[10] (日)坪田,佐藤晴雄.社会教育て生涯学习.成文堂,1995
[11] Collins W. Burnett(ed):The Community and Junior College, Center for Professional Development, College of Education, University of Kentucky, Lexington, Kentucky, 1978, P.1)
[12] Raggatt, P., Edwards, R., Small, N. The Learning Society: Challenge and Trends, London: Routledge,1996
[13] Ranson,S. Towards the Learning Society. London: Cassell,1994
[14] Usher, R.I.Bryant and R.Johnston. Adult Education and the Post modern Challege: Learning Beyond the Limits, London: Routledge,1997
[15] The Carnegie Commission on Higher Education Toward Learning Society, NewYork: McGraw-Hill, 1973
[16] [美]Rostow,W.W., Politicsand The Stages of Growth. Cambridge,1971
[17] Thorne,C. Democratic deficit [J]. Adults Learning (1998), 10(3):23-25
[18] Lord Robbins. The university in the Modern World[M]. Macmillan Company of Canada Limited, 1996,18
[19] Hargreaves, D. Learning takes place in many and varied contexts throughout the individual's life, S.Ranson&J.Tomlinson(eds.), The Government of Education, GeoreAllonUnwin,1985
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