摘要
作为一门大学学科,教育学拥有知识和组织双重属性,从而孕育了其自身规训的特殊内涵。教育学的学科规训之于教育学的学科发展,既有促进又有规限。教育学的学科规训,促进了教育学知识范围的扩展、教育学学术梯队的形成、教育学学术机构的建立、教育学基本范式的确立以及教育学学科传人的培养。同时,学科规训在一定程度上会影响教育学的人才培养和阻碍教育学的跨学科研究。完善学科内部建制和外部建制,是确保教育学的学科规训功能得以有效发挥的重要保障。
Education as a discipline in the university, with the double characteristics of knowledge and organization, forms the special conation of its disciplinarity. For the development of education, disciplinarity of education possesses the positive function and negative function. The disciplinarity of education expands the knowledge scope of education, forms academic echelon of education, establishes the institution of education, defines basic paradigm of education and cultivates the expertise of education. Meanwhile, it affects the training quality of education disciple and hinders the research process of the interdisciplinary. In order to promote the function of disciplinarity of education to be played perfectly, it should be paid more attention to the improvement of inner construction and external construction for education.
出处
《湖南师范大学教育科学学报》
CSSCI
北大核心
2014年第2期26-29,共4页
Journal of Educational Science of Hunan Normal University
基金
湖南省研究生科研项目"立人和立国:20世纪20~30年代我国教育主题的嬗变"[CX2013B182]
关键词
教育学
学科规训
学科发展
功能
education
disciplinarity
development of discipline
function
