语言与文化研究

目的：论文以苏轼儋州诗文、宋元明清方志碑刻、弟子人才谱系系统考察苏轼贬谪儋州时期的教育思想与实践。研究发现：（1）苏轼首创“载酒堂”平民教育空间，践行“咨尔汉黎，均是一民”的平等观，打破阶层与民族壁垒，促成海南首位进士符确诞生；（2）苏轼构建“知行互济”课程体系，融合儒家经典诠释与农医技艺推广，形成“经典在地化——技艺民生化”互构模式；（3）催化“授业——成才——归乡”教育反哺闭环，终结海南千年科举空白，推动“天荒绝域”向“海滨邹鲁”的文明进程。研究提炼出教育平民化、知识在地化与精神超越性三重机制，为当代民族地区教育公平、乡土课程开发及破解功利化困境提供历史镜鉴。

This study systematically examines Su Shi's educational philosophy and practices during his exile in Danzhou, by utilizing a tripartite evidence methodology: Su's Danzhou poetry and prose, Song-Yuan-Ming-Qing local gazetteers and stone inscriptions and the genealogy of his disciples. The research reveals:(1) He pioneered the egalitarian educational space “Zai Jiu Tang”, practicing the principle of equal subjects for both Han and Li peoples,thereby dismantling class and ethnic barriers, which facilitated the emergence of Fu Que, Hainan's first Jinshi(imperial examination graduate).(2) He constructed a “Unity of Knowledge and Practice” curriculum system, integrating Confucian classical hermeneutics with the dissemination of agricultural and medical techniques,forming an interactive model of “localization of classics-livelihood-oriented techniques.”(3) He catalyzed a closed-loop educational feedback mechanism of “Instruction-Talent Cultivation-Hometown Contribution”, ending Hainan's millennium-long absence of Jinshi success and propelling the region's civilizational transformation from“a remote and uncultivated land” to “a renowned center of culture”.The study distills three mechanisms-educational egalitarianism, knowledge localization and spiritual transcendence-offering historical insights for contemporary efforts toward educational equity in ethnic regions, development of place-based curricula and addressing utilitarian educational dilemmas.