中国教育学理论建构的科学化:实然与应然——兼对教育哲学边界主义及实践转向的批判

发布时间：2018-01-06 20:05

本文关键词：中国教育学理论建构的科学化:实然与应然——兼对教育哲学边界主义及实践转向的批判　出处：《教育学术月刊》2017年09期 　论文类型：期刊论文

【摘要】：由于历史文化及现实原因,当前我国教育学知识体系及理论研究倾向面临深刻危机。因此教育理论研究亟须结构性调整,走科学化建构道路。即以实证科学研究范式为方法论基础,以教育科学为教育学知识体系的本体论核心,以提升教育学理论的整体科学品质为目的,对整个教育学理论体系进行结构性重组的理论建设工程。教育理论建构的科学化,必须坚持经验务实和尊重规范的基本原则,在提升教育科学素养和正确处理学科理论关系基础上,遵循科学研究范式,结合当前中国教育现状,选择契合实际需要并能够解决实际问题的研究课题,大力倡导、鼓励和支持实证科学研究,不断总结和积累教育科学研究成果,才能建成具有科学品质的中国化的教育学理论体系,挽救这场危机。
[Abstract]:Because of the historical and cultural and practical reasons, the current knowledge system and theoretical research tendency of pedagogy in China is facing a profound crisis. Therefore, the research of educational theory needs structural adjustment. Take the path of scientific construction, that is, take the paradigm of empirical scientific research as the methodology, take the educational science as the ontological core of the knowledge system of pedagogy, and improve the overall scientific quality of pedagogy theory. The scientific construction of educational theory must adhere to the basic principles of practical experience and respect for norms. On the basis of improving educational scientific literacy and correctly dealing with the theoretical relationship of the subject, following the scientific research paradigm and combining the current educational situation in China, the author chooses the research subject which is suitable for the actual needs and can solve the practical problems. Only by advocating, encouraging and supporting empirical scientific research and continuously summing up and accumulating the research results of educational science, can we build a Chinese pedagogical theoretical system with scientific quality and save the crisis.
【作者单位】：淮阴师范学院教育科学学院;淮阴师范学院外国语学院;南京师范大学心理科学学院;
【分类号】：G40-02
【正文快照】： 围绕着教育改革这一老生常谈的话题,已经有的现实困境,不难发现由于特定的历史文化背景,太多纠结于教育价值观、教育发展观、教育主体观我国教育学理论体系一直缺少实证科学支撑,匮乏等观念上的争论。[1]长期停留在玄谈空论、抽象思现代科学品质,在以创新发展为主题的社会转型

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