论教育学的本土化:文化视角的反思

发布时间：2018-01-19 00:06

本文关键词： 教育学本土化文化困境出路　出处：《教育文化论坛》2013年06期 　论文类型：期刊论文

【摘要】：中国教育学经历了"学习与借鉴"阶段、"生长"阶段、"消沉"阶段以及未来"本土化"阶段。教育学本土化既是教育学学科发展的需要,也是促进教育改革的需要,既是解决教育实践现实问题的需要,也是教育国际化的需要,还是教师专业化的需要。但是在其发展过程中存在诸如教育研究者的文化选择意识差、大学教育学理论与中小学教育实践的割裂等问题。因此,需要在加强中国教育学者的文化自觉、文化自信、文化自强,解决教育学研究方法的问题,推动教育学研究的去功利主义等方面去努力。
[Abstract]:Chinese pedagogy has experienced the stages of "learning and learning", "growth", "depression" and "localization" in the future. The localization of pedagogy is the need of the development of pedagogy. It is also the need to promote the educational reform, which is not only the need to solve the practical problems of educational practice, but also the needs of the internationalization of education. But in the process of its development, such as the lack of awareness of cultural choice of educational researchers, the separation between the theory of university pedagogy and the educational practice of primary and secondary schools, and so on. It is necessary to strengthen the cultural consciousness, cultural self-confidence, cultural self-improvement, solve the problems of pedagogy research methods, and promote the deutilitarianism of pedagogy research in China.
【作者单位】：贵州师范学院教育科学学院;
【分类号】：G40
【正文快照】： 百年以来,我国学者一直致力于建设和建构中国教育学,经历了翻译和介绍国外教育学理论到总结和建设我国传统教育理论趋向“教育学的中国化”,再到“中国教育学”建构,此过程取得了辉煌的成绩,但是正如瞿葆奎指出,“尽管如此,教育学中国化仍然是、也必然是‘路漫漫’的。”[1]当

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