| 教育解释学论纲 |
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| 引用本文： | 邓友超.教育解释学论纲[J].教育理论与实践,2006(23). |
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| 作者姓名： | 邓友超 |
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| 作者单位： | 全国教育科学规划领导小组办公室 北京100088 |
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| 摘 要： | 教育解释学是教育哲学的一个研究领域,它以哲学解释学和批判解释学为理论基础。其产生具有强烈的问题针对性,即考试理性。教育解释学包括四个范畴:师生成为经验建构者和反思性实践者;教育情境要兼顾师生生活世界并有利于团结和主体间一致的生成;追求对话的师生关系;开展有想象力的教育行动,尤以课程实施的想象力为要。
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| 关 键 词： | 教育解释学 考试理性 教育意义 |
Essentials of Pedagogic Interpretation |
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| DENG You-chao.Essentials of Pedagogic Interpretation[J].Theory and Practice of Education,2006(23). |
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| Authors: | DENG You-chao |
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| Institution: | Office of National Meeting Group for Planning of Educational Research |
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| Abstract: | Pedagogic interpretation, a research field in the philosophy of education with philosophic interpretation and critical interpretation as its theoretical basis, came into being with a strong orientation of reason of testing. Pedagogic interpretation falls into the following four categories: both teachers and students become constructors of experience and reflective practitioners; education situation should give consideration to the life world of both teachers and students to produce unity and harmony between subjects; relationship between teachers and students is that of dialogue; educational action with imagination, especially that of curriculum implementation, should be undertaken. |
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| Keywords: | Pedagogic interpretation reason of testing educational meaning |
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