当代学校和平教育目标设计与实施策略研究
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摘要
和平一直是人类的美好期盼与孜孜以求的目标。在局部战争、暴力冲突等直接暴力此起彼伏,剥削、歧视、偏见、不均等结构性暴力暗潮涌动,世界和平与发展之路并不平坦的现实境况下,应重视教育在建构人类持久和平、化解各层次冲突上的积极角色。在暴力文化盛行与校园冲突不断的形势下,和平教育更是矫正青少年的暴力心态、引导青少年健康发展的有效途径,教育在历史上曾经扮演的负面角色也要求学校明确和平教育的指导思想。由于和平教育的长期性和系统性要求,只有学校才能担当起和平教育的主阵地角色。探讨学校和平教育的目标定位,总结可供操作的学校和平实践策略,成为推动和平教育从理论走向实践的关键环节。
本研究的核心目的在于设计学校和平教育的目标体系,界定影响学校和平教育目标实现的内外因素,总结当前环境下可供学校选择的实施策略。为此,本论文以近年来兴起于学术界的和平学为理论支撑,基于对以瑞典学者约翰·加尔通教授为代表的和平建构理论分析,尝试性探讨学校和平教育的内涵与外延、历史演变、目标定位、制约因素和实施策略等议题,力求对学校和平教育做一探索性研究。
论文以导论开篇,主要说明研究的价值和必要性。在界定本论文的核心概念,分析国内外相关文献的基础上,确立了本论文的研究思路和框架,并对本论文研究的理论基础进行了澄清。
正文部分分为五章。第一章从分析和平、暴力、冲突等和平学核心概念入手,探讨了和平的内涵与实现机制、暴力的类型与冲突转化等议题。在论述和平、暴力、教育的关联与互动的基础上,剖析了和平教育的内外边界、学理基础、人性论立场,并就学校和平教育与和平运动等非正规和平教育的整合提出了作者的见解。本论文认为,和平学挖掘了和平与暴力等概念的丰富内涵,创造性地提出了实现和平的不同机制,清晰地论证了教育与和平、暴力之间的互动关系。和平教育有其自身的学科边界与学理基础,和平教育的包容性有利于它广泛地应用于教育实践,但边界的模糊也需要我们合理地审视。在当前形势下,我们要强调学校的和平教育主阵地角色,重视家庭、社区等教育主体的参与,整合和平运动等非正规和平教育的力量。
论文第二章从国际比较的视角梳理了和平教育的发展历史,包括和平教育的理念变迁、教学组织与实施、教学资源开发、代表性人物等议题,兼及不同时期和平教育的研究进展。论文在综合考虑和平教育在教育史上的影响程度,不同时期学校和平教育的组织化程度,以及推动和平教育车轮向前行进的代表性事件基础上,顺应通行的历史发展阶段划分,将和平教育的演变历史划分为早期零散的和平教育思想、和平教育进入有组织实施阶段、战后和平教育的成熟与拓展、“冷战”后和平教育向和平文化聚焦四个阶段。本论文发现,和平教育经常受到各国政治、经济与社会思潮等因素的影响,政治因素的影响尤其明显。和平教育能够在今天颇有声势,跟一些国际组织的大力推动和专业组织的持续努力密不可分。和平教育的主阵地在学校,围绕学校和平教育有效开展的资源建设是和平教育者的主要追求。和平教育在不同时期与社会背景下有不同的主题和诉求,所指称的对象与范围也有差异。
论文第三章在评述知名学者与代表性国际组织的和平教育目标观,尊重不同社会背景下和平教育目标关注差异基础上,分析了当前不同层次的暴力表现与相应的和平教育主题,设计了当前学校和平教育的目标体系。之后,本论文基于布卢姆的教育目标分类学思想,从知识、技能和价值观三个维度对和平教育目标进行了分解,概述了当前颇受关注的和平文化内涵及教育意义。本论文认为,考虑到当前社会暴力文化盛行的现实,和平教育应重点致力于解决人内心的问题,以培育和平文化为核心推动和平教育深入学校。学校和平教育目标体系的确立为学校开展和平教育提供一个比较清晰的出发点,为评估教育成效提供一个参照标准。只有当学校明确了和平教育应该努力的方向,和平教育才不只是一门怎样避免战争和建构和平的“可以理解”的理论,更是一个“可以做”的具体指导。
论文第四章探讨了影响学校和平教育目标实现的制约因素,重点分析了现实主义政治传统和突发性政治事件、社会暴力文化及教育主智主义、家庭等外部环境因素的影响,建立起以融合制学校为主体的公共教育体系、推进学校管理革新与建设和平校园、革新教育评价观念与技术等教育体制变革的意义,以及对教师进行和平教育职前和在职培训、剔除现有课程中与和平教育理念相抵触的内容、开发适应和平教育需要的课程资源、选择体现和平教育精神的教学方法的必要性。本论文认为,学校和平教育目标的实现不是一个简单且自然的过程,而是受诸多因素综合影响的结果。不能满足一定的先决条件,没有利于其生长的社会环境,学校和平教育的开展将举步维艰,学校和平教育目标的实现也将沦为空话。学校和平教育目标的实现就是不断克服各影响因素的制约,逐步趋近预定目标的过程。
论文第五章转向学校环境下和平教育的策略与路径问题,重点探讨了融和平教育于现有学科课程中的融入式和平教育、学科式学校和平教育课程教学、主题式学校和平教育实践活动、外部团体推动下的学校和平教育项目等实施方式。本论文认为,和平教育的焦点在于行为变革。行为变革不会发生在真空中,它需要依附家庭、同辈团体、社区等广阔的社会背景,并以价值观念的转变为前提条件。从这个角度看,和平教育课程教学可以看作是和平行为养成的基础性阶段,提供学生关于和平与暴力的基础性知识,教给学生关于非暴力冲突解决的相关技能。专门的冲突解决与同辈协商活动,以及以和平教育为目的的和平游戏、和平艺术节、和平博物馆等主题式学校和平教育实践,提供了让学生亲身实践和平建构技能并逐步内化和平价值观的机会,而外部团体主导实施的和平教育项目则扮演起了学校和平教育的“推手”角色,它们共同建构起当前学校和平教育的策略体系。
结语部分聚焦到当前语境下中国学校开展和平教育的现实意义,挖掘了当前中国教育政策与实践中有利于和平教育开展的成分,展望了和平教育全面进入学校实践的前景。结合本论文预先设定的研究目标,总结了本论文研究的几点创新与不足之处,规划了本论文后续研究的若干选题。
Peace has been the man's hope for the best and ideal assiduously seeking. Under the condition that direct violence such as local wars and violent conflicts going one after another, structural violence like exploitation, discrimination, prejudice and inequity surging, world peace and development are challenged, we should pay attention to education's positive role building long-time peace and resolving conflicts. In the circumstance which violent culture and campus conflicts are prevailing, peace education can serve as a good way to correct the young people's violent mentality and lead them grow healthily. The negative role that education has played necessitates schools regarding peace education as guiding ideology. Because of peace education's long-time and systematic nature, only schools can take on the dominant role. Researching on the orientation of school peace education, concluding some operable strategies, are regarded as key process putting peace education into schools practice.
This thesis is aimed at constructing the goal system of school peace education, classifying the inside and outside factors influencing school peace education, concluding some operable strategies which are suitable for schools presently. For the purpose, this thesis selected the peace studies which are rising in academy as grounding theory, and through the analysis of the peace-building theory that the Swedish scholar John Galtung put forward, tries to probe into the intension and extension, history, goal, influencing factors and strategies, to make an exploratory study on school peace education.
The present thesis starts with an introduction, which discusses the importance and necessity of this research. Based on defining key concepts, through an analysis of studies made by Chinese and foreign researchers, the introduction establishes the line of thought and framework for the thesis, and makes an introduction to the theoretical basis for this research paper.
The current dissertation consists of five chapters. Chapter One begins with an analysis of some core concepts including peace, violence and conflict, probing into the meaning and mechanism of peace, the classes of violence and conflict transformation. After discussing the relationship and interaction mechanism between peace, violence and education, this thesis analyzed the boundary, theoretical basis and humanity standpoint of peace education, put forward the author's opinion about integrating school peace education and informal peace education such as peace movement. The present thesis believes that peace studies revealed the abundant meaning of peace and violence conceptually, put forward different mechanism achieving peace creatively, discussed the interactive relationship among peace, violence and education. Peace education should have its own discipline boundary and theoretical basis. Although the inclusiveness of peace education is helpful to incorporate it into practice, it's necessary to pay close attention to the boundary's vague. Under the current condition, it's rational to emphasize the schools'role, to incorporate the families and communities into schooling, to harmonize informal peace education forms including peace movement.
Chapter Two reviews the developmental history of peace education from the comparative perspective internationally, including issues such as theoretical change of peace education, teaching organization and implementation, teaching materials development, typical persons, as well as research status. After considering the popularity of peace education in educational history, organized level and representative events that put peace education forward, based on the popular opinion about historical period, this thesis classifies the historical development of peace education into four phases, that is early sporadic peace education thought, organized implementation, becoming maturity and popularity slowly after World War II, focused on peace culture after the Cold War. This thesis discovers that, peace education is always affected by politics, economy and social culture of each country, especially political factors. Peace education can evolve into current stage, owe to some international organizations'and professional organizations'continuing endeavors. The main place which peace education can be taken is schools, peace educators have been busy in material provision around peace education. Peace education has different themes and goals at a different time, its objects and scopes change continuously.
After evaluating some popular scholars' and international organizations'opinions on orientation of peace education, Chapter Three analyzes the violence manifestation at different levels and corresponding themes of peace education, designs the goal system of school peace education as a whole. Afterwards, this thesis explains the goals of peace education from knowledge, skill and value dimensions, summarizes the connotation and educational meaning of peace culture that attracts the most attention, based on B. S. Bloom's taxonomy of educational goals. This thesis believes that, peace education should devote itself to the inner problems of human beings under the present condition which violent culture is prevailing, bring peace education into schools around cultivating peace culture. Establishing the goals'system of school peace education provides a clear starting point for schools, offers a reference standard for evaluating its effect. Only when schools have a clear orientation, can peace education not to be a comprehensible theory about how to prevent war and build peace, but a do-able and specific guidance.
Chapter Four discusses the factors influencing goals'achievement of schools peace education, especially the outer factors including the political realism and emergences, social violent culture and educational intellect-first, as well as families' resistance. Meanwhile, this thesis emphasizes the importance of public educational system which integrated schools are dominant, school administrative reform and peaceful campus, renewing educational evaluation philosophy and technique, emphasizes the necessity of training pre-service teachers and in-service teachers centered on peace education, eradicating the curriculum contents which are opposite to peace education, developing curriculum materials suitable for peace education, selecting appropriate teaching methods displaying the philosophy of peace education. This thesis argues that, the achievement of school peace education's goals is not an easy and natural process, but affected by many elements. If some prerequisites are not met, no suitable social circumstance, school peace education will confront many difficulties, achieving its goals will become impossible. The achievement of school peace education's goals is such a process overcoming difficulties and advancing gradually.
Chapter Five turns direction to strategies and approaches of school peace education, especially about the following modes including integrating peace education into existing subject curriculum, peace education subject, topical peace education practical activities, and peace education projects promoted by other groups. This thesis puts forward, the focus of peace education is behavioral change, and behavioral change can't take place automatically. It depends on wider social context composed by family, peer group and community, and necessitates the value change. From this point, peace education curriculum teaching can be seen basic phase of peaceful behavior's formation, offering students some basic knowledge about peace and violence, teaching students skills resolving conflicts nonviolently. On the other hand, the topical peace education practical activity such as specific conflict resolution and peer mediation, peaceful plays, arts festivals, peace museum, all of them provide opportunity for students practicing peace-building skills and internalizing peace values. Finally, the peace education projects promoted by other groups act as promoters'role, these modes above mentioned compose the strategies system of school peace education.
The concluding part of the thesis concentrates to actual significance of peace education in Chinese schools, excavates the elements which favor peace education in current Chinese policies and practices, envision the possibility of introducing peace education into schools. In addition, the thesis makes a summary of the innovation points and insufficiency or limit of the study made in this paper, while outlining some topics for further study in this research.
本研究的核心目的在于设计学校和平教育的目标体系,界定影响学校和平教育目标实现的内外因素,总结当前环境下可供学校选择的实施策略。为此,本论文以近年来兴起于学术界的和平学为理论支撑,基于对以瑞典学者约翰·加尔通教授为代表的和平建构理论分析,尝试性探讨学校和平教育的内涵与外延、历史演变、目标定位、制约因素和实施策略等议题,力求对学校和平教育做一探索性研究。
论文以导论开篇,主要说明研究的价值和必要性。在界定本论文的核心概念,分析国内外相关文献的基础上,确立了本论文的研究思路和框架,并对本论文研究的理论基础进行了澄清。
正文部分分为五章。第一章从分析和平、暴力、冲突等和平学核心概念入手,探讨了和平的内涵与实现机制、暴力的类型与冲突转化等议题。在论述和平、暴力、教育的关联与互动的基础上,剖析了和平教育的内外边界、学理基础、人性论立场,并就学校和平教育与和平运动等非正规和平教育的整合提出了作者的见解。本论文认为,和平学挖掘了和平与暴力等概念的丰富内涵,创造性地提出了实现和平的不同机制,清晰地论证了教育与和平、暴力之间的互动关系。和平教育有其自身的学科边界与学理基础,和平教育的包容性有利于它广泛地应用于教育实践,但边界的模糊也需要我们合理地审视。在当前形势下,我们要强调学校的和平教育主阵地角色,重视家庭、社区等教育主体的参与,整合和平运动等非正规和平教育的力量。
论文第二章从国际比较的视角梳理了和平教育的发展历史,包括和平教育的理念变迁、教学组织与实施、教学资源开发、代表性人物等议题,兼及不同时期和平教育的研究进展。论文在综合考虑和平教育在教育史上的影响程度,不同时期学校和平教育的组织化程度,以及推动和平教育车轮向前行进的代表性事件基础上,顺应通行的历史发展阶段划分,将和平教育的演变历史划分为早期零散的和平教育思想、和平教育进入有组织实施阶段、战后和平教育的成熟与拓展、“冷战”后和平教育向和平文化聚焦四个阶段。本论文发现,和平教育经常受到各国政治、经济与社会思潮等因素的影响,政治因素的影响尤其明显。和平教育能够在今天颇有声势,跟一些国际组织的大力推动和专业组织的持续努力密不可分。和平教育的主阵地在学校,围绕学校和平教育有效开展的资源建设是和平教育者的主要追求。和平教育在不同时期与社会背景下有不同的主题和诉求,所指称的对象与范围也有差异。
论文第三章在评述知名学者与代表性国际组织的和平教育目标观,尊重不同社会背景下和平教育目标关注差异基础上,分析了当前不同层次的暴力表现与相应的和平教育主题,设计了当前学校和平教育的目标体系。之后,本论文基于布卢姆的教育目标分类学思想,从知识、技能和价值观三个维度对和平教育目标进行了分解,概述了当前颇受关注的和平文化内涵及教育意义。本论文认为,考虑到当前社会暴力文化盛行的现实,和平教育应重点致力于解决人内心的问题,以培育和平文化为核心推动和平教育深入学校。学校和平教育目标体系的确立为学校开展和平教育提供一个比较清晰的出发点,为评估教育成效提供一个参照标准。只有当学校明确了和平教育应该努力的方向,和平教育才不只是一门怎样避免战争和建构和平的“可以理解”的理论,更是一个“可以做”的具体指导。
论文第四章探讨了影响学校和平教育目标实现的制约因素,重点分析了现实主义政治传统和突发性政治事件、社会暴力文化及教育主智主义、家庭等外部环境因素的影响,建立起以融合制学校为主体的公共教育体系、推进学校管理革新与建设和平校园、革新教育评价观念与技术等教育体制变革的意义,以及对教师进行和平教育职前和在职培训、剔除现有课程中与和平教育理念相抵触的内容、开发适应和平教育需要的课程资源、选择体现和平教育精神的教学方法的必要性。本论文认为,学校和平教育目标的实现不是一个简单且自然的过程,而是受诸多因素综合影响的结果。不能满足一定的先决条件,没有利于其生长的社会环境,学校和平教育的开展将举步维艰,学校和平教育目标的实现也将沦为空话。学校和平教育目标的实现就是不断克服各影响因素的制约,逐步趋近预定目标的过程。
论文第五章转向学校环境下和平教育的策略与路径问题,重点探讨了融和平教育于现有学科课程中的融入式和平教育、学科式学校和平教育课程教学、主题式学校和平教育实践活动、外部团体推动下的学校和平教育项目等实施方式。本论文认为,和平教育的焦点在于行为变革。行为变革不会发生在真空中,它需要依附家庭、同辈团体、社区等广阔的社会背景,并以价值观念的转变为前提条件。从这个角度看,和平教育课程教学可以看作是和平行为养成的基础性阶段,提供学生关于和平与暴力的基础性知识,教给学生关于非暴力冲突解决的相关技能。专门的冲突解决与同辈协商活动,以及以和平教育为目的的和平游戏、和平艺术节、和平博物馆等主题式学校和平教育实践,提供了让学生亲身实践和平建构技能并逐步内化和平价值观的机会,而外部团体主导实施的和平教育项目则扮演起了学校和平教育的“推手”角色,它们共同建构起当前学校和平教育的策略体系。
结语部分聚焦到当前语境下中国学校开展和平教育的现实意义,挖掘了当前中国教育政策与实践中有利于和平教育开展的成分,展望了和平教育全面进入学校实践的前景。结合本论文预先设定的研究目标,总结了本论文研究的几点创新与不足之处,规划了本论文后续研究的若干选题。
Peace has been the man's hope for the best and ideal assiduously seeking. Under the condition that direct violence such as local wars and violent conflicts going one after another, structural violence like exploitation, discrimination, prejudice and inequity surging, world peace and development are challenged, we should pay attention to education's positive role building long-time peace and resolving conflicts. In the circumstance which violent culture and campus conflicts are prevailing, peace education can serve as a good way to correct the young people's violent mentality and lead them grow healthily. The negative role that education has played necessitates schools regarding peace education as guiding ideology. Because of peace education's long-time and systematic nature, only schools can take on the dominant role. Researching on the orientation of school peace education, concluding some operable strategies, are regarded as key process putting peace education into schools practice.
This thesis is aimed at constructing the goal system of school peace education, classifying the inside and outside factors influencing school peace education, concluding some operable strategies which are suitable for schools presently. For the purpose, this thesis selected the peace studies which are rising in academy as grounding theory, and through the analysis of the peace-building theory that the Swedish scholar John Galtung put forward, tries to probe into the intension and extension, history, goal, influencing factors and strategies, to make an exploratory study on school peace education.
The present thesis starts with an introduction, which discusses the importance and necessity of this research. Based on defining key concepts, through an analysis of studies made by Chinese and foreign researchers, the introduction establishes the line of thought and framework for the thesis, and makes an introduction to the theoretical basis for this research paper.
The current dissertation consists of five chapters. Chapter One begins with an analysis of some core concepts including peace, violence and conflict, probing into the meaning and mechanism of peace, the classes of violence and conflict transformation. After discussing the relationship and interaction mechanism between peace, violence and education, this thesis analyzed the boundary, theoretical basis and humanity standpoint of peace education, put forward the author's opinion about integrating school peace education and informal peace education such as peace movement. The present thesis believes that peace studies revealed the abundant meaning of peace and violence conceptually, put forward different mechanism achieving peace creatively, discussed the interactive relationship among peace, violence and education. Peace education should have its own discipline boundary and theoretical basis. Although the inclusiveness of peace education is helpful to incorporate it into practice, it's necessary to pay close attention to the boundary's vague. Under the current condition, it's rational to emphasize the schools'role, to incorporate the families and communities into schooling, to harmonize informal peace education forms including peace movement.
Chapter Two reviews the developmental history of peace education from the comparative perspective internationally, including issues such as theoretical change of peace education, teaching organization and implementation, teaching materials development, typical persons, as well as research status. After considering the popularity of peace education in educational history, organized level and representative events that put peace education forward, based on the popular opinion about historical period, this thesis classifies the historical development of peace education into four phases, that is early sporadic peace education thought, organized implementation, becoming maturity and popularity slowly after World War II, focused on peace culture after the Cold War. This thesis discovers that, peace education is always affected by politics, economy and social culture of each country, especially political factors. Peace education can evolve into current stage, owe to some international organizations'and professional organizations'continuing endeavors. The main place which peace education can be taken is schools, peace educators have been busy in material provision around peace education. Peace education has different themes and goals at a different time, its objects and scopes change continuously.
After evaluating some popular scholars' and international organizations'opinions on orientation of peace education, Chapter Three analyzes the violence manifestation at different levels and corresponding themes of peace education, designs the goal system of school peace education as a whole. Afterwards, this thesis explains the goals of peace education from knowledge, skill and value dimensions, summarizes the connotation and educational meaning of peace culture that attracts the most attention, based on B. S. Bloom's taxonomy of educational goals. This thesis believes that, peace education should devote itself to the inner problems of human beings under the present condition which violent culture is prevailing, bring peace education into schools around cultivating peace culture. Establishing the goals'system of school peace education provides a clear starting point for schools, offers a reference standard for evaluating its effect. Only when schools have a clear orientation, can peace education not to be a comprehensible theory about how to prevent war and build peace, but a do-able and specific guidance.
Chapter Four discusses the factors influencing goals'achievement of schools peace education, especially the outer factors including the political realism and emergences, social violent culture and educational intellect-first, as well as families' resistance. Meanwhile, this thesis emphasizes the importance of public educational system which integrated schools are dominant, school administrative reform and peaceful campus, renewing educational evaluation philosophy and technique, emphasizes the necessity of training pre-service teachers and in-service teachers centered on peace education, eradicating the curriculum contents which are opposite to peace education, developing curriculum materials suitable for peace education, selecting appropriate teaching methods displaying the philosophy of peace education. This thesis argues that, the achievement of school peace education's goals is not an easy and natural process, but affected by many elements. If some prerequisites are not met, no suitable social circumstance, school peace education will confront many difficulties, achieving its goals will become impossible. The achievement of school peace education's goals is such a process overcoming difficulties and advancing gradually.
Chapter Five turns direction to strategies and approaches of school peace education, especially about the following modes including integrating peace education into existing subject curriculum, peace education subject, topical peace education practical activities, and peace education projects promoted by other groups. This thesis puts forward, the focus of peace education is behavioral change, and behavioral change can't take place automatically. It depends on wider social context composed by family, peer group and community, and necessitates the value change. From this point, peace education curriculum teaching can be seen basic phase of peaceful behavior's formation, offering students some basic knowledge about peace and violence, teaching students skills resolving conflicts nonviolently. On the other hand, the topical peace education practical activity such as specific conflict resolution and peer mediation, peaceful plays, arts festivals, peace museum, all of them provide opportunity for students practicing peace-building skills and internalizing peace values. Finally, the peace education projects promoted by other groups act as promoters'role, these modes above mentioned compose the strategies system of school peace education.
The concluding part of the thesis concentrates to actual significance of peace education in Chinese schools, excavates the elements which favor peace education in current Chinese policies and practices, envision the possibility of introducing peace education into schools. In addition, the thesis makes a summary of the innovation points and insufficiency or limit of the study made in this paper, while outlining some topics for further study in this research.
引文
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④这26个国家是：德国、奥匈帝国、比利时、中国、丹麦、西班牙、美国、墨西哥、法国、英国、希腊、意大利、日本、卢森堡、黑山共和国、荷兰、波斯尼亚、葡萄牙、罗马尼亚、俄罗斯、塞尔维亚、暹罗(泰国旧称)、瑞典-挪威国、瑞士、土耳其、保加尼亚。
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③瑞尔顿教授还是“全球和平教育运动”(GCPE)的首席学术协调人,联合国教科文组织2001年和平教育奖获得者。
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①本论文所提出的学校和平教育目标并非特指某一阶段的学校和平教育目标,而是指经过较长时间学习后学生应该达到的状态,在时间跨度上涵盖从小学到高中整个基础教育阶段。
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⑥马丁-路德·金概括的非暴力原则包括：非暴力不是消极的,它需要勇敢的行动,接受不公正是懦弱的行为：非暴力不是要羞辱对方,而是要把他们争取过来；非暴力针对的是邪恶势力而不是作恶的人；非暴力抵抗者愿意承受苦难和暴力而不会报复,他们自己也不会行使暴力：非暴力不仅要避免物质暴力,而且要避免精神暴力。
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④这26个国家是：德国、奥匈帝国、比利时、中国、丹麦、西班牙、美国、墨西哥、法国、英国、希腊、意大利、日本、卢森堡、黑山共和国、荷兰、波斯尼亚、葡萄牙、罗马尼亚、俄罗斯、塞尔维亚、暹罗(泰国旧称)、瑞典-挪威国、瑞士、土耳其、保加尼亚。
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①本论文所提出的学校和平教育目标并非特指某一阶段的学校和平教育目标,而是指经过较长时间学习后学生应该达到的状态,在时间跨度上涵盖从小学到高中整个基础教育阶段。
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