摘要
无论从学科之间交叉融合的趋势来看,还是从教育领域的公共性特征来看,教育领域都无法拒绝不同学科对其进行探讨、研究,由此,对教育现象进行研究形成了两种不同的意向:其他学科研究者为解决教育领域中的相关问题而对教育现象进行研究、探讨的“教育的立场”;教育学专业研究者力图通过研究,提高教育学理论水平,建立、完善教育学的学科体系,并运用教育学理论,指导教育实践的“教育学的学科立场”。对教育领域中的教育现象进行研究,这两种立场可以并行不悖,并有可能相互促进各自的研究、探讨。
Because of the overlapping and fusion between disciplines and the commonness of educational domain, education can＇t refuse other disciplines to explore and make researches into itself, as a result of which two different intentions form： standpoint of education by which the researchers in the other disciplines conduct researches and exploration into the educational phenomena and standpoint of pedagogy by which the pedagogic researchers make an endeavor to raise the theoretical level of pedagogy, establish and improve the disciplinary system of pedagogy, and besides apply the pedagogic theories to the educational practice. In the study of the educational phenomena in the educational domain, the two standpoints are not contradictory, instead they will help each other in their researches.
出处
《教育理论与实践》
CSSCI
北大核心
2006年第10期1-4,共4页
Theory and Practice of Education
关键词
教育
教育学
立场
education
pedagogy
standpoint
