The Return of Human Nature: The Interpretation of Quality Education under Marxist Humanism

在过度追求成绩和效率的现代教育中，人本质的异化已成为制约教育发展的深层症结，因而改变这一教育现状、回归人的本质是教育的重中之重。马克思主义人学理论揭示了素质教育作为人本质复归路径的必然性与可行性。新时代下的素质教育通过重构教育主体性、强化实践育人机制、促进全面发展等维度，实现对教育异化的历史性超越。新时代素质教育应构建“三维立体”实践模式：在价值维度重塑劳动教育本体地位，在方法维度建立个性化培养机制，在制度维度完善社会实践教育体系。这种教育变革本质上是对马克思主义人学思想的时代践行，不仅能够实现教育本质的复归，更为培养具有完整人性、创新能力和实践精神的社会主义新人提供理论支撑与实践路径。In the modern education of excessive pursuit of achievement and efficiency, the alienation of human nature has become the deep crux of restricting the development of education. Therefore, changing the current situation of education and returning to human nature are the top priorities of education. Marxist humanism theory reveals the necessity and feasibility of quality education as a way to return to human nature. Quality education in the new era realizes the historical transcendence of educational alienation by reconstructing the subjectivity of education, strengthening the mechanism of practical education and promoting all-round development. In the new era, quality education should construct a “three-dimensional” practice mode: reshape the ontological status of labor education in the value dimension, establish a personalized training mechanism in the method dimension, and improve the social practice education system in the institutional dimension. This kind of educational reform is essentially the era practice of Marxist human thought. It can not only realize the return of the essence of education, but also provide theoretical support and practical path for cultivating new socialist people with complete human nature, innovative ability and practical spirit.