摘要
中国古代教育知识形成了逐级演绎本土实践、借助经验归纳方式生产的逻辑。在西方文化冲击下的近现代教育实践,催生了教育理论中国化的生产逻辑。新中国成立后,中国教育知识转向前苏联教育理论中国化研究。改革开放以来,在多元文化和学科交叉渗透的影响下,中国教育知识生产呈现出多元方式。其转变的根源在于社会变革,尤其是政权更替起着直接推动的作用,导致教育知识生产呈现出理想与现实双轨联接的逻辑变化。鉴于历史经验,中国教育学应以现有教育知识为基础,立足于本土实践,透视中国权利结构特征,形成聚焦师生具体人的综合原创方式,按照"问题—中层—学科"的创生程序,最终形成走向国际视野的民族生长逻辑。
The production logic of educational knowledge in ancient China was gradually deductive and based on the local practice with inductive experience.The production logic of Chinese education theory arose from the modern education practice under the impact of western culture.And then with the founding of People's Republic of China,it turned to the study of Soviet education theories in Chinese style.After the reform and opening up,the production of educational knowledge presented itself in a multiple way with the influence of multi-culture and cross-discipline.The root reason of the change was the social change,and especially the regime change played a direct role,resulting in the logic change of educational knowledge production which showed itself as the double connection of ideal and reality.In view of the historical experience,Chinese pedagogy should analyze the structure features of China's authority based on the existing education knowledge and local practice,and then form a comprehensive original way focusing on the specific persons of teachers and students.And then following the creation procedure of 'problem-middle range-subject',Chinese pedagogy will finally establish its national growth logic with international vision.
出处
《教育理论与实践》
CSSCI
北大核心
2013年第2期3-7,共5页
Theory and Practice of Education
基金
全国教育科学"十一五"规划教育部重点课题<我国教育知识史的与境考察>(课题编号:DAA100191)的阶段性研究成果
关键词
中国教育知识
教育学
创生逻辑
educational knowledge in China
pedagogy
production logic
