【摘要】 20世纪80年代的教育现代化理论是一代教育学人在社会总体视野下，以重释马克思主义教育思想为路径，为中国即将开启的教育现代化做准备而形成的重要思想成果。对现代社会的认识、对社会主义初级阶段理论的辨析和认同，是创新现代教育理论的逻辑起点。其命题和陈述主要包括：对社会主义初级阶段的认识，基于现代社会生产对教育本质和功能再界定，重释教育与生产劳动相结合，丰富人的全面发展理论内涵，强调教育民主化与科学化，质疑和讨论教育起源于劳动的命题，加强道德主体性与现代社会规范，在教学关系中强调学生主体性，确立教师身份和专业性。十年间，教育学人深入讨论和理论交锋形成的思想成果成为中国现代教育理论的基本共识，也成为中国教育学理论的公共知识。现代教育理论具有强调个体、主体性、科学理性等现代化共性的概念价值，顺应国际教育竞争需求，强调教育服务于社会生产力发展。这些理论突破在时代发展进程中助推了我国现代教育公共性的丰富和嬗变，也在一定程度上削减教育中的集体、劳动价值、育人为本的基本功能。更多还原

【Abstract】 Taking the reinterpretation of Marxist educational thought as the path and exploring in the overall vision of society, the theory of modernization of education in the 1980 s is an important ideological achievement prepared by a generation of educators for China’s upcoming educational modernization. The understanding of modern society and the discrimination and recognition of the theory of the primary stage of socialism are the logical starting point of innovating modern educational theory. Its propositions and statements mainly include: understanding the primary stage of socialism, redefining the essence and function of education based on modern social production, reinterpreting the combination of education and productive labor, enriching the theoretical connotation of people’s all-round development, emphasizing the democratization and scientization of education, questioning and discussing the proposition that education originates from labor, strengthening moral subjectivity and modern social norms, emphasizing students’ subjectivity in teaching relationship, and establishing teachers’ identity and specialization. In a decade, the ideological achievements formed by in-depth discussion and theoretical confrontation among educators have become the basic consensus of Chinese modern educational theory and the public knowledge of Chinese educational theory. Modern educational theory has the conceptual value of emphasizing the modernization commonness such as individual, subjectivity and scientific rationality, conforming to the needs of international educational competition and emphasizing that education serves the development of social productive forces. These theoretical breakthroughs not only promote the enrichment and evolution of the publicity of modern education in China, but also reduce the basic functions of collectivity, labor value and people-centered in education to a certain extent.更多还原