合作教育研究中两类主体间关系的研究

发布时间：2018-04-27 23:47

本文选题：合作教育研究 + 理论者　；参考：《华东师范大学》2009年博士论文

【摘要】： 自20世纪80、90年代以来,世界各国都掀起了大规模的教育改革行动,而且在改革方式上出现了新的动向:即由先前专家、政府主导的模式转向注重激发学校及其实践者的主动参与。这种转向直接引发了合作教育研究的巨大发展。对此,人们给予了越来越多的关注,且从不同视角对其进行了探讨。综观这些研究,尚缺乏主体的维度,即对直接决定合作教育研究成效的两类主体——理论者与实践者——间的关系缺乏深入系统的研究。这构成了本文阐述的中心问题。在此问题下,我们将关注:(1)合作教育研究在国内外的发展历程;(2)常见合作教育研究中两类主体间关系的基本状态、局限性;(3)交互生成式合作教育研究的理论形态;(4)交互生成式合作教育研究中两类主体间关系等一系列相关问题。就合作教育研究的发展历程而言,它萌芽于19世纪上半叶的德国,在19世纪下半叶至20世纪上半叶在以美国为代表的西方国家得到发展,到20世纪下半叶得到进一步拓展(表现在以中国为代表的新兴国家迅速扩展,同时在西方国家沟通式合作教育研究得到迅猛发展),在世纪之交时在中国发生转型(交互生成式合作教育研究日益成形)。从回顾历程,我们可以知道在不同时期、不同国家有不同的合作教育研究类型。因此,其两类主体间的关系具有非常不同的形态。为此,我们在构建比较不同合作教育研究中两类主体间关系的分析框架的基础上,对几种常见的合作教育研究中两类主体间的关系进行了阐述,并指出了它们共有的局限性。这些探讨预示了当代中国合作教育研究的可能发展空间。事实也确乎如此,近年来我国新兴的交互生成式合作教育研究在许多方面展现了中国的经验、创造和独特。为此,我们对交互生成式合作教育研究从发展的背景、条件、意义及“交互生成性”等四个方面进行了理论上的探讨。在此基础上,对其中两类主体间的关系进行了较为系统的梳理,内容涉及关系的表征、关系的实质、关系发展的影响因素及关系发展的基本过程。
[Abstract]:Since the 1980s and 1990s, various countries in the world have launched large-scale educational reform initiatives, and a new trend has emerged in the way of reform: by former experts, The government-led model shifts to focus on stimulating the active participation of schools and their practitioners. This kind of turn has caused the huge development of cooperative education research directly. People pay more and more attention to it and discuss it from different perspectives. Looking at these studies, we still lack the dimension of subject, that is, there is a lack of deep and systematic research on the relationship between the two kinds of subjects-theorists and practitioners, which directly determines the effectiveness of cooperative education research. This constitutes the central problem described in this paper. Under this problem, we will focus on the basic state of the relationship between the two kinds of subjects in the common cooperative education research. A series of related problems such as the relationship between the two kinds of subjects in the research of interactive generative cooperative education. In terms of the development of cooperative education research, it sprouted in Germany in the first half of the 19th century and developed in the western countries represented by the United States from the second half of the 19th century to the first half of the 20th century. Further expansion by the second half of the 20th century (as demonstrated by the rapid expansion of emerging countries, represented by China, At the same time, the research on communication and cooperative education in western countries has been developed rapidly, and has been transformed in China at the turn of the century. From retrospect, we can know that different countries have different types of cooperative education research in different periods. Therefore, the relationship between the two types of subjects has a very different form. Therefore, on the basis of constructing and comparing the analysis framework of the relationship between the two kinds of subjects in different cooperative education research, we expound the relations between the two kinds of subjects in the common cooperative education research, and point out their common limitations. These discussions foreshadow the possible development space of contemporary cooperative education research in China. In recent years, the new interactive cooperative education research in China has demonstrated the experience, creation and uniqueness of China in many aspects. Therefore, we study the interactive generative cooperative education from four aspects: the background, the condition, the significance and the "interactive generativity". On this basis, the relationship between the two kinds of subjects is systematically combed, which involves the representation of the relationship, the essence of the relationship, the influencing factors of the development of the relationship and the basic process of the development of the relationship.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G40

【引证文献】