【摘要】 “加速时间”作为“加速”社会的主要表征，在学校场域内广泛体现，引发了学生身体异化困境，制约了学生全面发展，阻碍了教育目标的实现。社会加速批判理论对分析学校时间境遇中的学生身体困境具有重要的启示意义，为分析学生身体处境提供了新的视角。学校时间的范畴维度包括技术加速、变迁加速、节奏加速，动力维度包括绩效主义的经济引擎、苦学至上的文化引擎、复杂性时间化的社会结构引擎，两个维度的加速共同作用“促成”了学校教育的加速时间，学生身体因此陷入被围困、被支配、被悬空、被挤压的异化困境。加速时间引发的学生身体异化困境更适宜从时间角度来破解，重构学生的时间体验，即从重构情感化时间、尊重学生自我时间、把握教育内在时间以及守护学生的主体时间入手，给予每位学生追寻自己“美好的生活”的可能。更多还原

【Abstract】 “Accelerating time”,as the main characteristic of “accelerating”society,is widely reflected in the school field,causing physical alienation difficulties for students,restricting their comprehensive development,and hindering the achievement of educational goals. The theory of social acceleration criticism has important enlightening significance for analyzing the physical difficulties of students in school time situations,and provides a new perspective for analyzing the physical situations of students. The category dimensions of school time include technology acceleration,change acceleration, and rhythm acceleration, and the dynamic dimensions include the economic engine of performanceism,the cultural engine of hard learning supremacy,and the social structure engine of complexity and time. The two dimensions work together to“create”the acceleration of school education,causing the alienation dilemma where students’ bodies are trapped,dominated,dangled,and squeezed. The alienation dilemma of student’s body caused by accelerating time is more suitable to be solved from the perspective of time. So it is necessary to reconstruct student’s experience of time,that is,reconstructing the emotional time,respecting students’ time,grasping the inner time of education,and guarding students’ subjective time,thus making it possible for every student to seek their own“beautiful life”.更多还原