从“美诺悖论”到“问题解决”:教育研究的论争与反思
发布时间：2018-11-07 16:01
【摘要】："美诺悖论"是古希腊学者提出的对问题研究的一种质疑,"问题解决"是美国教育家杜威提出的对问题研究的一种方案,也是对"美诺悖论"的一种回应。从古希腊的"美诺悖论"开始,西方学者对"问题研究"进行了长期的探索。从对"一般性"的追求,到对"具体性"的确认,再到现代社会中对二者的融合,使人们对"研究"和"教育研究"的争论更为深入。杜威关于"假设"概念的提出,波普尔关于"纠错"概念的提出,都深化了对问题研究的认识,也有助于对教育研究和教育史研究的思考。
[Abstract]:The Meno Paradox is a kind of query to the problem study put forward by ancient Greek scholars. "problem solving" is a kind of solution to the problem study put forward by Dewey, an American educator, and a kind of response to the "Meno Paradox". Beginning with the Menno Paradox in ancient Greece, western scholars have made a long-term exploration on the problem study. From the pursuit of "generality" to the confirmation of "concreteness", to the fusion of the two in modern society, the debate on "research" and "educational research" has been deepened. Dewey's putting forward the concept of "hypothesis" and Popper's concept of "error correction" have deepened the understanding of the research of problems, and also contributed to the thinking of educational research and the study of the history of education.
【作者单位】： 北京师范大学教育学部;
【基金】：教育部人文社会科学研究规划项目“从传统教育到现代教育:杜威的批评与建构”(15YJA880022)的阶段性研究成果
【分类号】：G40-03
本文编号：2316850
[Abstract]:The Meno Paradox is a kind of query to the problem study put forward by ancient Greek scholars. "problem solving" is a kind of solution to the problem study put forward by Dewey, an American educator, and a kind of response to the "Meno Paradox". Beginning with the Menno Paradox in ancient Greece, western scholars have made a long-term exploration on the problem study. From the pursuit of "generality" to the confirmation of "concreteness", to the fusion of the two in modern society, the debate on "research" and "educational research" has been deepened. Dewey's putting forward the concept of "hypothesis" and Popper's concept of "error correction" have deepened the understanding of the research of problems, and also contributed to the thinking of educational research and the study of the history of education.
【作者单位】： 北京师范大学教育学部;
【基金】：教育部人文社会科学研究规划项目“从传统教育到现代教育:杜威的批评与建构”(15YJA880022)的阶段性研究成果
【分类号】：G40-03
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