| 论中国教育学学派创生的意义及其基本路径 |
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| 引用本文： | 李政涛.论中国教育学学派创生的意义及其基本路径[J].教育研究,2004(1). |
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| 作者姓名： | 李政涛 |
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| 作者单位： | 华东师范大学教育学系 副教授、博士(上海200062) |
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| 摘 要： | 中国教育学学派概念的提出,显现了民族性和本土化意识,因此拥有两种独立性的意义:独立于相关学派和独立于西方教育学学派。中国教育学学派创生的基本路径包括建构性创生和渐进性创生、移植性创生和内源性创生、理论型创生与实践型创生。学习与训练的制度、研究的制度和交流沟通的制度是中国教育学学派创生的制度支持,而宽容意识与批评意识、独立意识与整合意识、现实意识与学术意识则应成为中国教育研究者的基本意识。
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| 关 键 词： | 中国教育学 学派 创生 基本路径 制度 |
On the Significance and the Basic Origination Routes of Chinese Pedagogic Schools |
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| Li Zhengtao.On the Significance and the Basic Origination Routes of Chinese Pedagogic Schools[J].Educational Research,2004(1). |
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| Authors: | Li Zhengtao |
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| Institution: | Li Zhengtao |
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| Abstract: | Since the emergence of the concept of Chinese pedagogic schools reflects the sense of nationalism and the trend of nationalization, the concept has its twofold significance; independent of relevant schools and independent of Western pedagogic schools. The basic origination routes of Chinese pedagogic schools include structural origination, gradualist origination, transplanting origination, inner-resource origination, theoretical origination and practical origination. Accordingly, the systems of learning, training, research and exchange offer the systematic support to the origination of Chinese pedagogic schools, while the senses of tolerance, criticism, independence, integration, reality and academic value are the basic requirement for Chinese educational researchers. |
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| Keywords: | Chinese pedagogy schools of learning origination basic route system |
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