批判与超越:论中国教育学的理论范式
发布时间：2018-11-01 10:55
【摘要】：20世纪80年代,中国教育学的理论范式是自然实在论的,20世纪90年代以来中国教育学的理论范式是人文价值论的。这两种理论范式都倾向于外在旁观者的视角,试图提供的是关于教育世界的永恒看法,而我们真正要解决的问题是如何处理和协调人与教育世界的关系,即我们怎样行动。因此,中国的教育学必须克服旁观者理论视角所形成的理论范式,形成中国教育学的理论范式,提供协调、处理“中国人”与“中国教育”的关系的理论主张。
[Abstract]:In the 1980s, the theoretical paradigm of Chinese pedagogy was natural realism, and the theoretical paradigm of Chinese pedagogy since 1990s was humanistic value theory. These two theoretical paradigms tend to the perspective of the external bystander, trying to provide the eternal view of the educational world, and what we really need to solve is how to deal with and coordinate the relationship between the educational world and the educational world, that is, how we act. Therefore, the pedagogy of China must overcome the theoretical paradigm formed by the perspective of bystander theory, form the theoretical paradigm of Chinese pedagogy, and provide a theoretical proposition to coordinate and deal with the relationship between "Chinese" and "Chinese education".
【作者单位】： 东北师范大学教育科学学院
【基金】：国家社会科学基金“十一五”规划(教育学科)2006年度国家一般课题“中国六十年教育基本理论的发展与教育实践结合的研究”(BAA060012)
【分类号】：G521
[Abstract]:In the 1980s, the theoretical paradigm of Chinese pedagogy was natural realism, and the theoretical paradigm of Chinese pedagogy since 1990s was humanistic value theory. These two theoretical paradigms tend to the perspective of the external bystander, trying to provide the eternal view of the educational world, and what we really need to solve is how to deal with and coordinate the relationship between the educational world and the educational world, that is, how we act. Therefore, the pedagogy of China must overcome the theoretical paradigm formed by the perspective of bystander theory, form the theoretical paradigm of Chinese pedagogy, and provide a theoretical proposition to coordinate and deal with the relationship between "Chinese" and "Chinese education".
【作者单位】： 东北师范大学教育科学学院
【基金】：国家社会科学基金“十一五”规划(教育学科)2006年度国家一般课题“中国六十年教育基本理论的发展与教育实践结合的研究”(BAA060012)
【分类号】：G521
【参考文献】
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