论学生的自主性及其教育
摘要
自主性是人“是其所是”的本质特征,亦是教育追求的根本目标。从教育培养人这一本质规定性而言,无论培养何种社会角色的人,最终要落基于人本身,使人成为他自己。如果教育使人“不是其所是”或“是其所不是”,学生就会丧失自身的独立性。当然教育的功能是多方面的,一方面它要解放学生,使之自由全面发展；另一方面要规范学生,使之遵从一定的教育秩序,由此带来了学生自主与教育控制之间的背反性困局。破解这一困局的办法有多种,可能较为重要的是知晓学生自主与教育控制的辩证性质,并用其处理问题。若欲此,前提是对学生的自主性内涵、结构、特征等问题进行研究,找到学生自主与教育干预之间的合理空间,促进学生自主性的发展。
探讨学生的自主性需要借鉴自主性的一般理论,从中吸收有价值的思想和方法,为本研究提供理论支持。于是从中演绎出学生自主性定义,即在教育活动中,学生出于自身真实偏好,综合运用多种心智因素,能动地处理自身事务及与外部关系的品性。自主性是学生能力、品质、特性等综合素养的体现。学生的自主性体现出自我确真性、自我独立性、自我认同性等特征。学生自主性的实现是有条件的。从内部条件来说,要具有一定的认知技能、意志品质和确真性偏好：从外部条件来说,要免于过度规约和提供必要的自由选择空间。对于学生,自主性至少有两方面的价值,一是目的价值,意味着自主性会给学生带来幸福,学生自主规定的目标和愿望的满足会提高他们的幸福指数,同时,赋予学生以自由与尊严；二是工具价值,因为自主性意味着权利,学校和教师给予学生一定自主权,有利于学生的发展；同时,学生会利用自主性品质能动地指导和检验自己的生活。
作为完整生命个体的学生,其自主性品质中涵盖了多种因素。参照其它学科对自主性结构的分析,这里将学生自主性分为感情、认识与行为,并加入道德一维。尽管在逻辑上,道德攘括这三者,应是上位概念,但它是三者的综合反映,故作为综合指标留存。于是这里生成的学生自主性谱系有感情自主性、认识自主性、行为自主性和道德自主性。这些不同的自主性本质上是一致的,都是自主性在特定方面的表现。分述起来,感情自主性是学生基于真实偏好,在认知判断基础上形成合理化体验的品性；认识自主性指对认识过程与结果进行批判性反思并主动构建独特性认识的品性；行为自主性指借助自我决定动机降低顺从性,提高行为独立性的品性；道德自主性是指从自身道德需要出发,通过自我道德选择,形成道德认识进而付诸道德实践并敢于承担道德责任的品性。学生的自主性蕴涵独特的教育价值。归结起来,自主性是学生创造的前提,自主性是学生人格之基础,自主性还是学生解放之本。
对学生的自主性进行了“是什么”的分析之后,对其现实状况进行考察是必要的。根据有关自主性理论编制的学生自主性问卷,对全国11个省市自治区(吉林、北京、天津、山东、江苏、上海、浙江、广东、湖南、重庆与新疆)40多所初、高中(包含个别小学高年级)进行了抽样调查。结果显示,在总体上,学生自主性水平处于中等偏上水平,四个维度上差异显著。初、高中分别来看,初中总体水平高于高中,这与10多年前北京等地关于中学生创造性调查结论相似。但学生的自主性除了道德和感情两维有显著差异外,其它两个维度和整体上,初高中差异并不明显。从年龄上看,无论总体还是四个维度都存在明显差异。12岁自主性水平最高,16岁最低。12-15年龄段明显高于16-19年龄段,16岁和19岁是两个低点。从年级上看,学生自主性存在明显差异,初一年级的四个维度及总体水平都高于其它年级。具体来说,初中逐步下降至高一稳定而高二略有上升,但高三又略有下降。从性别来看,学生自主性存在明显差异,四个维度及总体水平,女生均高于男生,并都达到了显著水平。从班级质量看,部分学校仍然划分好中差班,这三类班级自主性存在明显差异,好班最高,中班其次,差班最低。从民族来看,汉族学生的四个维度都高于少数民族学生,但差异不明显。
从归因的角度看,学生自主性发展受多方面的影响,但这里主要分析学生自身和学校教育两方面的原因。比较各年级,初一学生自主性水平较高的原因也许在于,他们正处于少年期向青年初期过渡的阶段,自我意识日趋强烈,独立自主要求日盛,即心理学上的“心理断乳期”。他们正在摆脱对家长的依赖,出现较强的反叛精神与行为。在感情上他们表现较强的冲动性和表面性；在认识上他们正在形成独立性和批判反思意识；在行为上他们希望摆脱他人控制能够自主行动；在道德上他们正在由服从居多向自律居多过渡。而此时,他们正在接受义务教育,相对宽松的学习环境和尚未感受到的中考压力,为他们的自主性敞开着一扇门。而从初二开始学生的自主性逐步下降到初三和高一出现低谷。这在一定程度上说明从初二开始中考压力逐步渗入学生意识之中。可见,进入中学阶段后,长期形成的追求规范化、标准化、一致性,过度规约和控制,对学生的自主性起到了明显的抑制作用。尤其在高中阶段,刚从高一低谷走出的高二的自主性,在高三时略有下降,为应付高考的模式化和机械化训练也许是其元凶。
有了上述铺垫,本文便可以全面回答“如何做”的问题。针对四个维度的自主性归因,提出发展学生自主性的大致方略。一是从情绪中的“涌流”和情感中的“理性情感”出发,通过关爱和激励两个基本的感情策略,培养学生的感情自主性；二是以知识的非确定性为前提,通过确真性问题生成,培育学生的反思性认识和批判思维,以增强学生的认识自主性；三是根据自我决定理论和期望价值理论,提出激发自主行为动机,形成合理价值期望,拓展行为自主性空间三种基本策略,以此培养学生的行为自主性；四是基于“人是目的”的道德教育前提,从外部德育生活环境塑造、内部自主道德体验和特殊教育载体三个层面,分别讨论集体公正策略、游戏扮演策略、自我修为策略,以培养学生的道德自主性。
Autonomy is one essential characteristics of human being and also the pursuit of the fundamental goal of education. From the essential requirements of training, regardless of culture which social roles, eventually going down based on itself. If education makes "not what it is" or "is it not", that it lost its independence; Of course, the function of education is more, the one hand it is the liberation of the students, so that free and comprehensive development, on the other hand is necessary to regulate the students, and the resulting is predicament of student autonomy and education control. There are many ways to break this impasse, it may be more important to know the dialectical nature of student autonomy and Education control, and use it to deal with the problem. If so, provided that the autonomy meaning, structure, characteristics of the students, to find a reasonable space between student autonomy and educational interventions to promote the development of students' self.
Investigating students' autonomy is bound to the various disciplines, and absorbing and learning valuable ideas as theoretical sources of student autonomy, so student autonomy is defined as:in educational activities, the students for their own true preferences, use the integrated variety of mental factors, deal with their own affairs and external relation, which of true self-authenticity, self-independence and self-identity, Students' autonomy becoming realization need to have certain conditions: certain cognitive skill, will quality and authentic preferences; to be free from excessive Statute and to provide students with the freedom to choose space from the external conditions. The value of autonomy for the students, from the intrinsic value, autonomy means the right, happiness, freedom and dignity, in terms of tool value, autonomous individuals will use their autonomy quality to guidance and test their own lives.
As the full life of the individual students, their autonomy quality covers a variety of factors. Reference to other disciplines autonomous structure analysis, the student's autonomy Three divided into feelings, knowledge and behavior, and moral one-dimensional. Logically, moral throw into confusion including these three, is a broader concept, but it is a comprehensive reflection of the three, it is retained as a comprehensive index. So it generates student autonomy pedigree feelings of autonomy, recognizing the autonomy, behavior and moral autonomy. Customizing different nature, are independent of the specific aspects of performance. Behavior are as up feelings of autonomy of students based on the true preferences, cognitive judgments on the basis of the formation of the character of the rationalization of experience; recognize their own understanding of the process and the results of critical reflection and take the initiative to build a unique understanding of character; autonomy refers to the use of self-determined motivation to reduce compliance, improve the behavior of the independence of character; moral autonomy from their own moral needs of the formation of moral awareness, through self-moral choice, then put the moral practice and the courage to take moral responsibility of the character. Students' autonomy implies a unique educational value. To sum up, the autonomy of the students to create the premise of autonomy is the basis of the students' personality, autonomy or liberation of the students.
From theory demonstrating to the reality of their" how "is necessary to inspect. Research is based on self-questionnaire, including more than40middle schools in eleven regions of our country. The results show that, in general, the level of autonomy of students in the middle level, significant differences on four dimensions. Junior high school in four dimensions and generally is higher than high school; according age, there are significant differences in the overall and four dimensions, the12-year-old is the highest level of autonomy, the16-year-old minimum. The12-15age groups was significantly higher than the16-19age group; according to grade, there are significant differences in the level of autonomy of the students in grade. First grade in four dimensions and generally higher than other all grade levels, overall higher than high school; according to gender, there are significant differences in the gender. Four dimensions and autonomy on the overall level of the girls were higher than boys in the autonomous two dimensions of moral autonomy and behavior which girls significantly higher than boys, the other two dimensions slightly higher.; according class classification, good classes are highest intermediate Secondly, the difference between classes minimum; Han and minority students from the national point of view, the Han students are higher than minorities, but the difference is not obvious.
Attributed perspective, the autonomous development of the students by the wide range of effects, but this is mainly students and school education for two reasons. Compare all grades, students who started high level of autonomy reason is probably that they are at the stage of the transition from adolescence to early youth, increasingly strong self-awareness, independence requirements of the increasing prevalence of psychological "psychological weaning period". They are to get rid of dependence on parents, strong rebellious spirit and behavior. On the understanding that they are formed independence and awareness of critical reflection; behavior they want to get rid of the control of others can act autonomously; morally they are mostly by obedience to the self-discipline mostly emotionally they show a strong impulse and surface; excessive. By this time, they are to receive compulsory education, the relatively relaxed learning environment and yet to feel the pressure in the test, open a door for their autonomy. From the first two days of the autonomy of the students gradually dropped to three days and a trough. This is to some extent from the first two days of the test pressure gradually infiltrated the student consciousness. Visible, into the secondary level, and the longstanding pursuit of standardization, standardization, consistency, Statute and control over the autonomy of the students played a very significant inhibition. Especially in high school, just a trough out of the autonomy of the sophomore, junior year when a slight decrease, in order to meet the college entrance examination pattern and mechanization training may be the culprit.
According to attribution, it presents strategy:feelings as the main power of education of the students, playing a great educational value, the "surge" in the mood and emotion "rational emotion" student feelings two typical aspects of autonomy, for the care and motivation are two basic feelings of education strategy; students understanding of autonomy to the knowledge of the non-deterministic ensure authenticity problems generated, based on this, foster reflective understanding, develop critical thinking awareness of three basic strategies; behavior that focuses on training the autonomous motives of the students, stimulate autonomous behavior motivation to form a reasonable expectations of value, expand the behavior of autonomous space of three basic strategies; students moral autonomy of culture based on the "purpose" moral education premise, respectively, to discuss justice groups, game play method, psychological understanding of gymnastics.
探讨学生的自主性需要借鉴自主性的一般理论,从中吸收有价值的思想和方法,为本研究提供理论支持。于是从中演绎出学生自主性定义,即在教育活动中,学生出于自身真实偏好,综合运用多种心智因素,能动地处理自身事务及与外部关系的品性。自主性是学生能力、品质、特性等综合素养的体现。学生的自主性体现出自我确真性、自我独立性、自我认同性等特征。学生自主性的实现是有条件的。从内部条件来说,要具有一定的认知技能、意志品质和确真性偏好：从外部条件来说,要免于过度规约和提供必要的自由选择空间。对于学生,自主性至少有两方面的价值,一是目的价值,意味着自主性会给学生带来幸福,学生自主规定的目标和愿望的满足会提高他们的幸福指数,同时,赋予学生以自由与尊严；二是工具价值,因为自主性意味着权利,学校和教师给予学生一定自主权,有利于学生的发展；同时,学生会利用自主性品质能动地指导和检验自己的生活。
作为完整生命个体的学生,其自主性品质中涵盖了多种因素。参照其它学科对自主性结构的分析,这里将学生自主性分为感情、认识与行为,并加入道德一维。尽管在逻辑上,道德攘括这三者,应是上位概念,但它是三者的综合反映,故作为综合指标留存。于是这里生成的学生自主性谱系有感情自主性、认识自主性、行为自主性和道德自主性。这些不同的自主性本质上是一致的,都是自主性在特定方面的表现。分述起来,感情自主性是学生基于真实偏好,在认知判断基础上形成合理化体验的品性；认识自主性指对认识过程与结果进行批判性反思并主动构建独特性认识的品性；行为自主性指借助自我决定动机降低顺从性,提高行为独立性的品性；道德自主性是指从自身道德需要出发,通过自我道德选择,形成道德认识进而付诸道德实践并敢于承担道德责任的品性。学生的自主性蕴涵独特的教育价值。归结起来,自主性是学生创造的前提,自主性是学生人格之基础,自主性还是学生解放之本。
对学生的自主性进行了“是什么”的分析之后,对其现实状况进行考察是必要的。根据有关自主性理论编制的学生自主性问卷,对全国11个省市自治区(吉林、北京、天津、山东、江苏、上海、浙江、广东、湖南、重庆与新疆)40多所初、高中(包含个别小学高年级)进行了抽样调查。结果显示,在总体上,学生自主性水平处于中等偏上水平,四个维度上差异显著。初、高中分别来看,初中总体水平高于高中,这与10多年前北京等地关于中学生创造性调查结论相似。但学生的自主性除了道德和感情两维有显著差异外,其它两个维度和整体上,初高中差异并不明显。从年龄上看,无论总体还是四个维度都存在明显差异。12岁自主性水平最高,16岁最低。12-15年龄段明显高于16-19年龄段,16岁和19岁是两个低点。从年级上看,学生自主性存在明显差异,初一年级的四个维度及总体水平都高于其它年级。具体来说,初中逐步下降至高一稳定而高二略有上升,但高三又略有下降。从性别来看,学生自主性存在明显差异,四个维度及总体水平,女生均高于男生,并都达到了显著水平。从班级质量看,部分学校仍然划分好中差班,这三类班级自主性存在明显差异,好班最高,中班其次,差班最低。从民族来看,汉族学生的四个维度都高于少数民族学生,但差异不明显。
从归因的角度看,学生自主性发展受多方面的影响,但这里主要分析学生自身和学校教育两方面的原因。比较各年级,初一学生自主性水平较高的原因也许在于,他们正处于少年期向青年初期过渡的阶段,自我意识日趋强烈,独立自主要求日盛,即心理学上的“心理断乳期”。他们正在摆脱对家长的依赖,出现较强的反叛精神与行为。在感情上他们表现较强的冲动性和表面性；在认识上他们正在形成独立性和批判反思意识；在行为上他们希望摆脱他人控制能够自主行动；在道德上他们正在由服从居多向自律居多过渡。而此时,他们正在接受义务教育,相对宽松的学习环境和尚未感受到的中考压力,为他们的自主性敞开着一扇门。而从初二开始学生的自主性逐步下降到初三和高一出现低谷。这在一定程度上说明从初二开始中考压力逐步渗入学生意识之中。可见,进入中学阶段后,长期形成的追求规范化、标准化、一致性,过度规约和控制,对学生的自主性起到了明显的抑制作用。尤其在高中阶段,刚从高一低谷走出的高二的自主性,在高三时略有下降,为应付高考的模式化和机械化训练也许是其元凶。
有了上述铺垫,本文便可以全面回答“如何做”的问题。针对四个维度的自主性归因,提出发展学生自主性的大致方略。一是从情绪中的“涌流”和情感中的“理性情感”出发,通过关爱和激励两个基本的感情策略,培养学生的感情自主性；二是以知识的非确定性为前提,通过确真性问题生成,培育学生的反思性认识和批判思维,以增强学生的认识自主性；三是根据自我决定理论和期望价值理论,提出激发自主行为动机,形成合理价值期望,拓展行为自主性空间三种基本策略,以此培养学生的行为自主性；四是基于“人是目的”的道德教育前提,从外部德育生活环境塑造、内部自主道德体验和特殊教育载体三个层面,分别讨论集体公正策略、游戏扮演策略、自我修为策略,以培养学生的道德自主性。
Autonomy is one essential characteristics of human being and also the pursuit of the fundamental goal of education. From the essential requirements of training, regardless of culture which social roles, eventually going down based on itself. If education makes "not what it is" or "is it not", that it lost its independence; Of course, the function of education is more, the one hand it is the liberation of the students, so that free and comprehensive development, on the other hand is necessary to regulate the students, and the resulting is predicament of student autonomy and education control. There are many ways to break this impasse, it may be more important to know the dialectical nature of student autonomy and Education control, and use it to deal with the problem. If so, provided that the autonomy meaning, structure, characteristics of the students, to find a reasonable space between student autonomy and educational interventions to promote the development of students' self.
Investigating students' autonomy is bound to the various disciplines, and absorbing and learning valuable ideas as theoretical sources of student autonomy, so student autonomy is defined as:in educational activities, the students for their own true preferences, use the integrated variety of mental factors, deal with their own affairs and external relation, which of true self-authenticity, self-independence and self-identity, Students' autonomy becoming realization need to have certain conditions: certain cognitive skill, will quality and authentic preferences; to be free from excessive Statute and to provide students with the freedom to choose space from the external conditions. The value of autonomy for the students, from the intrinsic value, autonomy means the right, happiness, freedom and dignity, in terms of tool value, autonomous individuals will use their autonomy quality to guidance and test their own lives.
As the full life of the individual students, their autonomy quality covers a variety of factors. Reference to other disciplines autonomous structure analysis, the student's autonomy Three divided into feelings, knowledge and behavior, and moral one-dimensional. Logically, moral throw into confusion including these three, is a broader concept, but it is a comprehensive reflection of the three, it is retained as a comprehensive index. So it generates student autonomy pedigree feelings of autonomy, recognizing the autonomy, behavior and moral autonomy. Customizing different nature, are independent of the specific aspects of performance. Behavior are as up feelings of autonomy of students based on the true preferences, cognitive judgments on the basis of the formation of the character of the rationalization of experience; recognize their own understanding of the process and the results of critical reflection and take the initiative to build a unique understanding of character; autonomy refers to the use of self-determined motivation to reduce compliance, improve the behavior of the independence of character; moral autonomy from their own moral needs of the formation of moral awareness, through self-moral choice, then put the moral practice and the courage to take moral responsibility of the character. Students' autonomy implies a unique educational value. To sum up, the autonomy of the students to create the premise of autonomy is the basis of the students' personality, autonomy or liberation of the students.
From theory demonstrating to the reality of their" how "is necessary to inspect. Research is based on self-questionnaire, including more than40middle schools in eleven regions of our country. The results show that, in general, the level of autonomy of students in the middle level, significant differences on four dimensions. Junior high school in four dimensions and generally is higher than high school; according age, there are significant differences in the overall and four dimensions, the12-year-old is the highest level of autonomy, the16-year-old minimum. The12-15age groups was significantly higher than the16-19age group; according to grade, there are significant differences in the level of autonomy of the students in grade. First grade in four dimensions and generally higher than other all grade levels, overall higher than high school; according to gender, there are significant differences in the gender. Four dimensions and autonomy on the overall level of the girls were higher than boys in the autonomous two dimensions of moral autonomy and behavior which girls significantly higher than boys, the other two dimensions slightly higher.; according class classification, good classes are highest intermediate Secondly, the difference between classes minimum; Han and minority students from the national point of view, the Han students are higher than minorities, but the difference is not obvious.
Attributed perspective, the autonomous development of the students by the wide range of effects, but this is mainly students and school education for two reasons. Compare all grades, students who started high level of autonomy reason is probably that they are at the stage of the transition from adolescence to early youth, increasingly strong self-awareness, independence requirements of the increasing prevalence of psychological "psychological weaning period". They are to get rid of dependence on parents, strong rebellious spirit and behavior. On the understanding that they are formed independence and awareness of critical reflection; behavior they want to get rid of the control of others can act autonomously; morally they are mostly by obedience to the self-discipline mostly emotionally they show a strong impulse and surface; excessive. By this time, they are to receive compulsory education, the relatively relaxed learning environment and yet to feel the pressure in the test, open a door for their autonomy. From the first two days of the autonomy of the students gradually dropped to three days and a trough. This is to some extent from the first two days of the test pressure gradually infiltrated the student consciousness. Visible, into the secondary level, and the longstanding pursuit of standardization, standardization, consistency, Statute and control over the autonomy of the students played a very significant inhibition. Especially in high school, just a trough out of the autonomy of the sophomore, junior year when a slight decrease, in order to meet the college entrance examination pattern and mechanization training may be the culprit.
According to attribution, it presents strategy:feelings as the main power of education of the students, playing a great educational value, the "surge" in the mood and emotion "rational emotion" student feelings two typical aspects of autonomy, for the care and motivation are two basic feelings of education strategy; students understanding of autonomy to the knowledge of the non-deterministic ensure authenticity problems generated, based on this, foster reflective understanding, develop critical thinking awareness of three basic strategies; behavior that focuses on training the autonomous motives of the students, stimulate autonomous behavior motivation to form a reasonable expectations of value, expand the behavior of autonomous space of three basic strategies; students moral autonomy of culture based on the "purpose" moral education premise, respectively, to discuss justice groups, game play method, psychological understanding of gymnastics.
引文
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