语境与诠释:论中国教育学的研究范式
发布时间：2019-05-16 06:10
【摘要】：范式在中国教育学界的理论旅行,生成了三种不同的语境。本文基于文本阐释学的“过度诠释”概念,指出了解读教育研究范式的合法性理路,分析了库恩意义上的范式和胡森意义上的范式之间的联系与区别,从而揭示出教育研究范式的理论内涵。笔者指出,在我国当前的教育研究语境下,库恩意义上的范式转换是不存在的,而胡森意义上的范式转换则是可能的,这有助于“教育研究范式”的意义理解和研究深化。
[Abstract]:The theoretical travel of paradigm in the field of Chinese education produces three different contexts. Based on the concept of "overinterpretation" in text hermeneutic, this paper points out the legitimacy of the paradigm of educational research, and analyzes the relationship and difference between the paradigm in the sense of Kuhn and the paradigm in the sense of Husen. In order to reveal the theoretical connotation of educational research paradigm. The author points out that in the context of educational research in our country, the paradigm shift in Kuhn's sense does not exist, while the paradigm shift in Husen's sense is possible, which is helpful to the understanding and deepening of the meaning of "educational research paradigm".
【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]:The theoretical travel of paradigm in the field of Chinese education produces three different contexts. Based on the concept of "overinterpretation" in text hermeneutic, this paper points out the legitimacy of the paradigm of educational research, and analyzes the relationship and difference between the paradigm in the sense of Kuhn and the paradigm in the sense of Husen. In order to reveal the theoretical connotation of educational research paradigm. The author points out that in the context of educational research in our country, the paradigm shift in Kuhn's sense does not exist, while the paradigm shift in Husen's sense is possible, which is helpful to the understanding and deepening of the meaning of "educational research paradigm".
【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
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