教育研究的“重构情结”及其检视

发布时间：2018-02-22 08:44

本文关键词： 教育研究重构情结误区检视　出处：《中国教育学刊》2015年07期 　论文类型：期刊论文

【摘要】：教育研究的"重构情结"表征为研究起点的反思性不足、研究立场的本土化意味寡淡、研究结果的指向性不清、研究行为的价值性偏失。基于此的"重构"研究陷入为了"重构"而生问的逻辑错误、为了反思而"重构"的取向偏差、为了"重构"而"重构"的作为失范等误区。检视教育研究的"重构情结"及其"重构性"研究误区,应在本体维度上坚持基于问题的"重构",在认识维度上坚定基于系统的"重构",在方法维度上坚守基于实践的"重构"。如此,彰显"重构"研究之于我国教育研究的本土气息凝结和本土气派形成的独特价值。
[Abstract]:The "reconstruction complex" of educational research is characterized by the lack of reflection at the beginning of the research, the lack of localization of the research stand, and the unclear directionality of the research results. Based on this, the study of "reconstruction" falls into the logic error of "reconstruction" and the orientation deviation of "reconstruction" for the sake of introspection. In order to "reconstruct" and "reconstruct" as a mistake, etc. Examine the educational research "reconstruction complex" and its "reconstruction" research errors, We should insist on problem-based "refactoring" in ontology dimension, system-based "refactoring" on cognitive dimension, and practice-based "refactoring" on methodological dimension. It shows the unique value of the study of "reconstruction" in the local atmosphere and the formation of the local style of educational research in China.
【作者单位】：西南大学教育学部;
【分类号】：G40

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