摘要
中国教育时间在近代逐步实现制度化与社会嵌入,而在改革开放以来的社会转型时期经历了三个阶段的社会脱嵌。制度松动期,教育时间从单位制松脱;市场导向期,教育时间商品化,成为家庭与市场的稀缺资源;算法调配期,数字平台与智能技术重塑教育时间。教育时间表现出四重异化特征:边界模糊、价值资本化、分布碎片化与感知虚拟化。这一演变反映了制度、市场与技术力量的交织,也暴露了中国教育时间逐步由更弱的社会纽带进行配置的危机。教育时间再嵌入需要在制度结构的优化中恢复教育时间的稳定性,在公共供给的普惠性中保障教育资源共享,在数据治理的精准性中校准教育节奏,在文化共鸣的深度中重塑教育时间的社会价值。
In modern history,educational time in China gradually achieved institutionalization and social embeddedness,but during the period of social transformation since the reform and opening-up,it has undergone three stages of social disembedding.In the institutional loosening stage,educational time detached from the integrated coordination of the work-unit system;in the marketoriented stage,it became commodified and turned into a scarce resource competed for by families and the market;and in the algorithmic allocation stage,digital platforms and intelligent technologies have reshaped educational time.Consequently,educational time exhibits four forms of alienation:blurred boundaries,capitalization of value,fragmented distribution,and virtualized perception.This evolution reflects the interplay of institutional,market,and technological forces,while also revealing the crisis of educational time being increasingly configured through weaker social ties.The re-embedding of educational time requires restoring its stability through institutional optimization,ensuring resource sharing through inclusive public provision,calibrating educational rhythms through precise data governance,and reconstructing its social value through deeper cultural resonance.
作者
思远
SI Yuan(Faculty of Education,East China Normal University,Shanghai 200062)
出处
《教育发展研究》
北大核心
2025年第17期55-61,84,共8页
Research in Educational Development
基金
教育部人文社会科学重点研究基地2022年度重大项目“面向高质量教育的‘五育融合’实践路径和理论创新研究”(22JJD880021)的部分成果。
关键词
教育时间
社会脱嵌
转型
数字化
educational time
social disembedding
transition
digitalization
