摘要
改革开放30年来,教育学方法论研究取得了巨大的理论成就,研究者以研究范式问题作为争论的焦点探讨了教育学的理论前提,以学科独立性问题作为争论的焦点深化了教育学发展的学科意识,以多元化方法论的启示拓展了教育学发展的理论资源。但在取得成就的同时也存在着唯方法论主义的研究倾向,造成方法论与问题的断裂。教育学方法论研究的恰当知识论立场是问题意识和后果意识,即遵循方法论研究的本体论立场、问题具有方法论研究的逻辑先在性、在问题的解决中检验方法论的有限性和有效性。
The 30 years of reform and opening up have witnessed great progress of pedagogy methodology. The researchers have not only discussed the theoretical premise through investigating into the research paradigm as the focus problem, deepened the subject consciousness of pedagogy development through investigating into the pedagogy independence problem, but also developed the theoretical resource of pedagogy development through investigating into the enlightenment from diversified methodology. Even though its achievements, there are still the problems of only-methodology in the study tendency which have led to the fracture between problem and methodology. The consciousness of problem-solving and that of consequence are the appropriate standpoint of epistemology of pedagogy research methodology, namely, we should follow the ontological standpoint of methodology research, make problems logic first in methodology research and test the limitation and effectiveness of methodology in the process of problem-solving.
出处
《教育研究》
CSSCI
北大核心
2011年第1期39-44,共6页
Educational Research
基金
全国教育科学"十一五"规划2007年度教育部青年专项课题"教育基本理论的认识论反思"(课题编号:EAA070250)的阶段性研究成果
关键词
唯方法论主义
知识论立场
教育学方法论
only-methodology, standpoint of epistemology, pedagogy methodology
