试论教育学的研究对象是“教育问题”——兼与高鹏、杨兆山商榷

发布时间：2018-05-29 14:51

本文选题：教育学 + 研究对象　；参考：《学术界》2014年09期

【摘要】：一直以来,教育学的研究对象是一个聚讼纷纭、论争不断的问题。到目前为止,国内教育学术界大致形成了所谓教育对象的四种观点:教育事实观、教育现象与规律观、教育现象观、教育问题观。尽管如此,学者们在此问题上仍然很难达成共识。最近,当笔者读到由高鹏与杨兆山两人联袂撰写的《"教育现象"何以是教育学的研究对象》一文时,再次引发笔者对于教育学研究对象的思考。笔者细读该文,发觉该文对于教育学研究对象的确立与指认存在诸多可商榷之处,为此,笔者以为倘要确立一门学科的研究对象,势必要站在该学科关涉的方法论基础上,方才有可能求得一个妥当的解决。确立与指认教育学的研究对象是"教育问题"是基于教育学作为一门独立学科所拥有的方法论或者说是方法论自觉的一个必然结果。
[Abstract]:All along, the research object of pedagogy is a controversial issue. Up to now, the domestic educational academic circles have roughly formed four kinds of views of the so-called educational object: the educational fact view, the educational phenomenon and law view, the educational phenomenon view, the educational problem view. Nevertheless, it is still difficult for scholars to reach a consensus on this issue. Recently, when the author read "why the phenomenon of Education" is the object of pedagogy, which was written by Gao Peng and Yang Zhaoshan, it once again caused the author to think about the object of pedagogy research. After reading the article carefully, the author finds that there are many problems in the establishment and identification of pedagogical research objects. Therefore, the author thinks that if we want to establish the research object of a discipline, we must stand on the basis of the methodology involved in the subject. It is possible to find a proper solution. To establish and identify the research object of pedagogy is "educational problem" is an inevitable result of methodology or methodology consciousness based on pedagogy as an independent discipline.
【作者单位】：贵州师范大学教育科学学院;
【分类号】：G40

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