回归实践:教育学学科立场的自我意识  

Returning to Practice: the Self-awareness of the Standpoint of the Pedagogical Discipline

作　　者：张立新[1] 

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《安徽教育学院学报》2006年第1期101-103,107,共4页Journal of Anhui Institute of Education

摘　　要：一门学科发展的自控程度与它的“自我意识”密切相关。教育学的学科立场并非体现在处处以教育学为形式的话语中心,而是在教育学理论的框架内,以丰富而复杂的教育实践作为思考的内核性问题,形成强烈的自我意识,实现专业自主和自觉的专业问责。教育实践是教育学学科立场的核心基点。The relationship between self-controlling and ＂self-awareness＂ of a discipline development is closely interrelated. The disciplinary standpoint of education study （pedagogical discipline） does not materialize in the center of the discourse with the format of pedagogy, but in the framework of pedagogical theory. The rich and complex educational practice serves as the kernel issues of contemplation and fashion the intense self-awareness to realize the independence of specialty and responsibility of specialty. Educational practice is the kernel starting point for the educational disciplinary standpoint.

关 键 词：教育学 学科立场 自我意识 教育实践 

分 类 号：G40-02[文化科学—教育学原理]