教育理论思维与教育理论发展研究
发布时间：2018-08-15 15:45
【摘要】：在现代学科制度体系中,或许很少有一个学科像教育学这般持久的焦虑自身的生存和发展问题。在我国,反思教育学科及其理论的发展一直是我国教育理论研究的焦点议题。人们一方面深刻批判教育学科及其理论所存在的诸多问题,一方面勤于建构各种旨在解决问题的知识方案。论文提出,人们在批判中揭示的所有问题都可以归结为一个中心问题——教育理论的自主性,人们在建构中所推出的各种问题解决方案都需要一个先在的前提——教育理论思维的成熟。因此,本研究的根本目的在于从形式和内容上确立“教育理论思维”这一新生理论范畴的合法性,以为我国教育学科及其理论发展的反思提供一个可能的思想地平线。 在学术界,“理论思维”、“教育思维”和“教育理论思维”等本论文的中心概念均为人们“日用而不自知”的概念,因此,本论文的中心工作在于对这些概念进行系统阐释与合理论证。论文在充分吸收和借鉴已有成果的基础上,基于对“思维”、“思维方式”、“理论思维”和“教育思维”等“教育理论思维”的基础性和前提性概念进行“剥竹笋”式的分析,阐明了“理论思维”、“教育思维”和“教育理论思维”的本真内涵,为“教育理论思维”的存在及其证实奠定了较为坚实的逻辑演化前提和客观合理性基础。论文在批判学界对“理论思维”这一概念的“绝对化”、“同一性”解读的基础上,将其界定为:一定时代的主体在实践中基于一定的概念及其系统和逻辑程序去反映和把握事物本质、规律和普遍联系的思维方式、过程与结果,并揭示了理论思维对理论发展的积极作用。 论文通过廓清学界对“教育思维”概念的片面认识,认为教育思维是指人们或教育实践主体基于培养人的需要和目的,观念性地理解和把握教育世界的方式、过程与结果。它是教育实践主体在培养人的社会实践活动中形成的认识定势和认识运行模式,也是教育实践主体关于教育的思想、观念和方法的统一。在此基础上,按照教育思维的思维结构及其理性水平,将教育思维划分为教育常识思维、教育实践思维和教育理论思维。 论文提出,教育理论思维是教育实践主体基于一定的反映教育特质的概念及其系统和逻辑程序去理解和把握教育世界的本质、规律和普遍联系的方式、过程与结果。教育理论思维与教育理论之间是一种互为表里发展的相互依存、相互依照、相互制约的对象性关系:一方面,教育理论思维作为一种概念思维,必须依赖一定的反映教育特质的概念及其系统来展开;而另一方面,教育理论自主性的实现又依赖于教育理论思维的成熟,意即教育理论思维的认识功能的有效发挥。论文在教育理论思维作为一种思维方式的角度分析了它与教育理论发展的关系,揭示了人们不满于教育理论的内在根源,并从教育理论前提和教育研究范式等角度回应了论文主题。
[Abstract]:In our country, reflecting on the development of pedagogy and its theory has always been the focus of our country's educational theory research. On the one hand, people have profoundly criticized the problems of pedagogy and its theory. It is pointed out that all the problems revealed in the criticism can be attributed to the autonomy of educational theory, which is the central problem. The solutions to various problems that people put forward in the construction need a precondition-the maturity of educational theory thinking. Therefore, the fundamental purpose of this study is to establish the legitimacy of the new theoretical category of "educational theoretical thinking" in form and content, and to provide a possible ideological horizon for the reflection on the development of educational disciplines and theories in China.
In academia, the central concepts of this paper are "theoretical thinking", "educational thinking" and "educational theoretical thinking". Therefore, the central task of this paper is to systematically explain and reasonably demonstrate these concepts. On the basis of fully absorbing and drawing lessons from the existing achievements, the paper is based on This paper analyzes the basic and preconditional concepts of "educational theory thinking" such as "thinking", "thinking mode", "theoretical thinking" and "educational thinking" in a "bamboo shooting" way, clarifies the true connotations of "theoretical thinking", "educational thinking" and "educational theory thinking", and proves the existence and proof of "educational theory thinking". On the basis of criticizing the "absolutization" and "identity" interpretation of the concept of "theoretical thinking", this paper defines it as: the subject of a certain era reflects and grasps things in practice on the basis of certain concepts, systems and logical procedures. Essence, law and universal connection of thinking mode, process and result, and reveals the positive role of theoretical thinking in the development of theory.
Through clearing up the one-sided understanding of the concept of "educational thinking" in the academic circles, this paper holds that educational thinking refers to the way, process and result of people or educational practice subjects to understand and grasp the educational world conceptually based on the needs and aims of cultivating people, and it is the cognitive trend formed by educational practice subjects in the social practice of cultivating people. On this basis, according to the thinking structure and rational level of educational thinking, educational thinking is divided into educational common sense thinking, educational practice thinking and educational theory thinking.
It is pointed out that educational theoretical thinking is the way, process and result of understanding and grasping the essence, laws and universal relations of the educational world based on certain concepts, systems and logical procedures reflecting the characteristics of education. On the one hand, as a kind of conceptual thinking, educational theoretical thinking must depend on certain concepts and systems reflecting educational characteristics; on the other hand, the realization of educational theoretical autonomy depends on the maturity of educational theoretical thinking, which means the effective realization of the cognitive function of educational theoretical thinking. This paper analyzes the relationship between educational theory thinking and the development of educational theory from the perspective of educational theory thinking as a mode of thinking, reveals the internal root of people's dissatisfaction with educational theory, and responds to the theme of the paper from the perspective of educational theory premise and educational research paradigm.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G40
[Abstract]:In our country, reflecting on the development of pedagogy and its theory has always been the focus of our country's educational theory research. On the one hand, people have profoundly criticized the problems of pedagogy and its theory. It is pointed out that all the problems revealed in the criticism can be attributed to the autonomy of educational theory, which is the central problem. The solutions to various problems that people put forward in the construction need a precondition-the maturity of educational theory thinking. Therefore, the fundamental purpose of this study is to establish the legitimacy of the new theoretical category of "educational theoretical thinking" in form and content, and to provide a possible ideological horizon for the reflection on the development of educational disciplines and theories in China.
In academia, the central concepts of this paper are "theoretical thinking", "educational thinking" and "educational theoretical thinking". Therefore, the central task of this paper is to systematically explain and reasonably demonstrate these concepts. On the basis of fully absorbing and drawing lessons from the existing achievements, the paper is based on This paper analyzes the basic and preconditional concepts of "educational theory thinking" such as "thinking", "thinking mode", "theoretical thinking" and "educational thinking" in a "bamboo shooting" way, clarifies the true connotations of "theoretical thinking", "educational thinking" and "educational theory thinking", and proves the existence and proof of "educational theory thinking". On the basis of criticizing the "absolutization" and "identity" interpretation of the concept of "theoretical thinking", this paper defines it as: the subject of a certain era reflects and grasps things in practice on the basis of certain concepts, systems and logical procedures. Essence, law and universal connection of thinking mode, process and result, and reveals the positive role of theoretical thinking in the development of theory.
Through clearing up the one-sided understanding of the concept of "educational thinking" in the academic circles, this paper holds that educational thinking refers to the way, process and result of people or educational practice subjects to understand and grasp the educational world conceptually based on the needs and aims of cultivating people, and it is the cognitive trend formed by educational practice subjects in the social practice of cultivating people. On this basis, according to the thinking structure and rational level of educational thinking, educational thinking is divided into educational common sense thinking, educational practice thinking and educational theory thinking.
It is pointed out that educational theoretical thinking is the way, process and result of understanding and grasping the essence, laws and universal relations of the educational world based on certain concepts, systems and logical procedures reflecting the characteristics of education. On the one hand, as a kind of conceptual thinking, educational theoretical thinking must depend on certain concepts and systems reflecting educational characteristics; on the other hand, the realization of educational theoretical autonomy depends on the maturity of educational theoretical thinking, which means the effective realization of the cognitive function of educational theoretical thinking. This paper analyzes the relationship between educational theory thinking and the development of educational theory from the perspective of educational theory thinking as a mode of thinking, reveals the internal root of people's dissatisfaction with educational theory, and responds to the theme of the paper from the perspective of educational theory premise and educational research paradigm.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G40
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