摘要
19世纪后期到20世纪初期,随着美国社会的巨大变迁,学术生态环境也发生了重大变化:知识的组织、生产、传播走向了专业化和学科化。在此背景中,教育研究作为一门新兴领域也开启了学科化的历程,主要沿着三条基本线索:知识形态——教育知识成为大学制度下的一个知识分支;组织形态——大学中普遍建立了教育学院,"综合大学+专业学院"的模式已经成形;研究形态——实践的、理论的和实证的教育研究取向都已经出现,且实证研究的主流取向已基本定型。它们共同体现出教育研究作为一门大学学科在这段发端史中的整体面貌。
From the late 19th century to the early 20th century, with the great changes in American society, the academic environment had undergone important changes： the organization, production and dissemination of knowledge had all changed toward the professionalization and disciplinization. In this context, educational research as a new emerging field also began the process of disciplinization, mainly along three basic clues： on the form of knowledge, educational knowledge became a branch of knowledge in university system; on the form of organization, universities generally established education schools, and the model of ＂university-4-professional schools＂ had been formed; on the form of research orientation, practical, theoretical and empirical educational research orientations had all emerged, and empirical research had basically become the mainstream approach. All of these reflected the overall appearance of educational research as a university discipline in this originating history.
出处
《教育研究》
CSSCI
北大核心
2015年第5期141-151,共11页
Educational Research
基金
国家社科基金2010年度教育学青年课题"美国教育学科形成的历史研究:1865-1919"(课题批准号:CAA100111)的研究成果
关键词
教育研究
学科化
教育学科
教育学院
研究传统
educational research, disciplinization, the discipline of education, education school, research traditions
