[1]覃菲 张羽.儒家乐学思想的三重内涵与实践路径[J].清华大学教育研究,2026,(02):140-148.[doi:10.14138/j.1001-4519.2026.02.014008]
QIN Fei ZHANG Yu.The Confucian Philosophy of Le Xue (Joy in Learning):Connotations, Cultivation Paths, and Modern Educational Implications[J].TSINGHUA JOURNAL OF EDUCATION,2026,(02):140-148.[doi:10.14138/j.1001-4519.2026.02.014008]
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儒家乐学思想的三重内涵与实践路径
QIN Fei ZHANG Yu.The Confucian Philosophy of Le Xue (Joy in Learning):Connotations, Cultivation Paths, and Modern Educational Implications[J].TSINGHUA JOURNAL OF EDUCATION,2026,(02):140-148.[doi:10.14138/j.1001-4519.2026.02.014008]
清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]
- 卷:
- 期数:
- 2026年02期
- 页码:
- 140-148
- 栏目:
- 教育改革与发展
- 出版日期:
- 2026-04-20
文章信息/Info
- Title:
- The Confucian Philosophy of Le Xue (Joy in Learning):Connotations, Cultivation Paths, and Modern Educational Implications
- Keywords:
- Confucian educational philosophy; le xue (joy in learning); modern interpretation; learning motivation
- 分类号:
- G40-09
- 文献标志码:
- A
- 摘要:
- 当前“厌学”现象凸显出深层的意义危机：学生将学习视为应付考试的工具，难以体会内在价值与人生意义。儒家乐学思想蕴含“以学为乐”的教育智慧，主张在求知中涵养德性、提升精神境界。本文以儒家乐学为切入点，按照“内涵分析—路径建构—教育启示”的思路展开论述。首先梳理其历史演进，揭示其由“孔颜之乐”的实践原型发展为宋明理学的本体建构，进而提炼其三重内涵结构：内在性、价值性、境界性；其次提出“四阶段工夫路径”：兴发—立志—持守—通达，说明乐学如何生成学习的动力与生命境界；最后结合现实问题，从教学设计、教师角色与技术反思三方面探讨其现代教育转化路径。儒家乐学通过重构学习的内在意义，为破解“学习失乐”的现实困境提供了可行的理论框架与实践启示。
- Abstract:
- The current phenomenon of “aversion to learning” reflects a deeper crisis of meaningfulness:students often perceive learning as merely a means for coping with examinations, making it dif?cult for them to experience its intrinsic value and life signi?cance. Rooted in the educational wisdom of Confucianism, the concept of le xue (joy in learning) advocates cultivating moral character and elevating spiritual life through the pursuit of knowledge. This paper takes Confucian le xue as a starting point and follows a threefold analytical framework: conceptual analysis, path construction, and educational implications. It ?rst traces the historical development of le xue, from its experiential origins in the “joy of Confucius and Yan Hui” to its ontological elaboration in Song-Ming Neo-Confucianism. Based on this, it distills a three-level conceptual structure—inner engagement, moral value, and spiritual transcendence. Second, the paper proposes a four-stage cultivation path: xingfa (emotional arousal), lizhi (value commitment), chishou (moral perseverance), and tongda (spiritual ful?llment), to explain how le xue generates learning motivation and life orientation. Finally, in response to contemporary challenges, it explores the modern educational transformation of le xue from three perspectives:instructional design, teacher identity, and critical re?ection on educational technology. By reconstructing the intrinsic meaning of learning, Confucian le xue offers a viable theoretical framework and practical insight to address the crisis of disengaged learning in today’s education.
更新日期/Last Update:
2026-04-20