学科化:从比较教育到比较教育学——比较教育学科学化探讨

发布时间：2018-03-11 09:04

本文选题：教育学科体系　切入点：比较教育学　出处：《教育研究》2007年04期 　论文类型：期刊论文

【摘要】：作为一门公认的以学科名义长期建设和发展的学科,比较教育学科理应成为并称为“比较教育学”,弃“学”直呼“比较教育”,是淡化和规避比较教育学学科性的非学科化的表现。非学科化倾向背离了中国比较教育学的现实生态环境和发展阶段的客观要求,极大地削弱了比较教育学的科学性,已经和正在给比较教育学的健康发展和学科建设造成明显的消极影响。比较教育学的健康发展需要真正的学科化和超学科化建设,即依据教育学科体系的视阈分层、对象分化和条件分用的规律和原则,以教育社会生态学为学科底版,以教育形态类型学为学科骨架和形象,以多态性教育为研究对象,为自己明确地进行学科定名。
[Abstract]:As a recognized discipline of long-term construction and development in the name of discipline, The subject of comparative education should be called "comparative pedagogy" and abandoned "study" and called "comparative education", which is the manifestation of desalination and circumvention of the subject nature of comparative education. The tendency of non-disciplinary education deviates from that of Chinese comparative education. The realistic ecological environment of learning and the objective requirements of the development stage, It has greatly weakened the scientific nature of comparative education, and has caused and is exerting an obvious negative impact on the healthy development and discipline construction of comparative education. The healthy development of comparative education requires the construction of real discipline and superdiscipline. That is, according to the rules and principles of the educational discipline system, such as the classification of the visual threshold, the differentiation of the object and the separation of the conditions, taking the educational social ecology as the base of the subject, taking the educational form typology as the skeleton and image of the subject, and taking the polymorphic education as the research object. Name one's subject clearly.
【作者单位】：
【分类号】：G40-059.3

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