摘要
借用"濡化"和"涵化"这一对文化学概念,分析了中国教育学的内涵更新机制:中国教育学系统内的传承与更新的主要方式是"在遗传中变异",与他学科、别国教育学之间的播化与互动则主要是"有选择地滋养"。然而,我们需要超越这种纵横二分模式,探索学科传承与播化相互作用的复杂机制,走出一条中国教育学发展的独特道路。
The mechanism of Chinese pedagogy＇ s contonation updating can be analysed by means of two concepts in cuhurology named ＂enculturation＂ and ＂ancuhuration＂. The inheritage and updating of Chinese pedagogy within the system is mainly through ＂genetic variation＂ ; the propagation and interaction with other subjects and pedagogy in other countries is mainly by ＂selectively nourishing＂. However, we need to go beyond this aspect dichotomous model, explore the complex mechanism of interaction betweeen subjects＇ inheritage and propagation, and walk out an unique way for Chinese pedagogy development.
出处
《南京社会科学》
CSSCI
北大核心
2011年第9期124-130,共7页
Nanjing Journal of Social Sciences
基金
作者主持的教育部人文社会科学重点基地重大项目"基于义务教育阶段学校转型性变革的素质教育区域性推广研究"(08JJD880242)阶段性成果
关键词
中国教育学
内涵更新机制
“濡化”和“涵化”
Chinese pedagogy
mechanism of contonation updating
＂encuhuration＂ and ＂ancuhuration＂
