摘要
传统的教育空间研究属于部门性研究而非总结性研究,而教育地理学框架下的教育区域研究是对教育空间的总结性研究,二者的根本区别在于是否为教育的空间发展建立完整指导理论,指标上的区分主要按分区工作及其理论的有无来判别。尽管区域教育和比较教育都较深地涉入了教育研究的空间视角,但这些研究主要是借鉴传统区域概念展开的,而教育地理学对区域的研究则是从教育区域的发现与识别开始的,也就是从分区研究开始。这种不同使区域教育学、比较教育学、教育地理学三者之间的差异变得明显。本文系统考查了区域概念及其本质、内涵、意义、特征,在此基础上认为教育地理学视阈下的区域是指教育发展区域(简称"教育发展区"),教育发展区具有明确的教育事业应用意义及其相应的划分与识别标准,教育发展区的成立具有必要条件和充分条件。
Traditional studies on education space are departmental researches, not summative studies on region, however studies on region from the vision of Geography of Education are summative, which indicates the fundamental difference between the two research categories. And index differentiation between the two topics turns out to be whether or not there lie theories and practices of region division in the midst of the concrete study on education space. Although both regional education researches and comparative education researches involve the spatial perspective, they are generally started at the traditional concepts of re- gion and differ from studies on region from the vision of Geography of Education, which begin from the detection and recognition of educational region. Such difference makes the diverse prominence among Regional Pedagogy, Comparative Pedagogy and Ge- ography of Education. Based on a systematical study of region concept on the essence, connotation, significance and characteris- tic, this paperargnes that a region from the vision of Geography of Education refers to an education development zone, which owns dear educational application purpose with its specific dividing or identifying criteria; moreover, the establishment of an education development zone depends on certain conditions including necessary and sufficient ones.
出处
《学术探索》
北大核心
2017年第12期130-139,共10页
Academic Exploration
基金
2015年度国家社会科学基金西部项目(15XMZ085)
2015年度云南省省院省校教育合作人文社会科学研究项目(SYSX201516)
关键词
教育地理学
教育区域
教育发展区
区域教育
比较教育
Geography of Education
region
Educational Region
education development zone
Regional Pedagogy
Comparative Pedagogy
