| 论教育学识的习得与教育学派的创生 |
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| 引用本文： | 周彬.论教育学识的习得与教育学派的创生[J].高等教育研究,2006(7). |
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| 作者姓名： | 周彬 |
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| 作者单位： | 华东师范大学教育学系 上海200062 |
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| 摘 要： | 对教育学科学习者来说,学习是解构的过程,因此教育学派成为学科成熟的标志;对教育研究者来说,研究是建构的过程,因此教育学识的科学性与实效性才是学科成熟的标志。但教育理论科学性与实效性评价标准的缺位,既为社会大众利用个案对教育理论体系进行证伪提供了机会,也为教育研究个体利用个案对自己的研究成果予以证实提供了机会。走向教育实践,既是确定教育理论研究科学性与实效性评价标准的过程,也是教育研究者在实践问题的解决中,逐渐达成研究共识并进而形成学派的过程,也是通过教育学派间的理论竞争并最终形成教育研究范式的必然选择。
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| 关 键 词： | 教育学识 教育学派 教育实践 研究范式 |
On the achievement of knowledge of pedagogy and the origination of the academic schools of pedagogy |
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| ZHOU Bin.On the achievement of knowledge of pedagogy and the origination of the academic schools of pedagogy[J].Journal of Higher Education,2006(7). |
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| Authors: | ZHOU Bin |
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| Abstract: | To the learner of pedagogy,study is a process to deconstruct the pedagogy,therefore academic schools of pedagogy are the mark of the mature of pedagogy.To the researcher of peeagogy,research is a process to construct the pedagogy,therefore the scientific standard and effectiveness of the knowledge of pedagogy is the mark of the mature of pedagogy.The absence of criterion helps the public say uselessness of pedagogy depending on individual case,and also helps the individual researcher of education say usefulness of his own research result depending on individual case.So,the educational practice is not only the process of deciding the criterion of educational theory's scientific standard and effectiveness,but also the process of resolving the practical question and reaching common understanding.For forming education research paradigm through theory competition of different academic schools of pedagogy,the practical research road is our inevitable choice. |
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| Keywords: | knowledge of pedagogy academic schools of pedagogy educational practice research paradigm |
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