教育理论本土化的新视野  

A New Perspective of Education Theory Localization

作　　者：袁凤琴[1] 

机构地区：[1]贵州师范大学教育科学学院,贵州贵阳550001

出　　处：《贵州师范大学学报（社会科学版）》2006年第4期108-111,共4页Journal of Guizhou Normal University(Social Sciences)

摘　　要：教育理论本土化是本土教育实践和教育发展的需要,是保存本国传统文化之精华的需要,是理性应对教育全球化的需要。然而,在全球化背景下,对教育理论本土化含义的理解却不尽相同,因此,本文讨论了教育理论本土化的含义和教育理论本土化的两个维度、四种境界。两个维度即“从外到内”和“从内到外”的本土化;四种境界即移植、借鉴、对话和创新。Education theory localization is based on the requirement of local education practice and education development, the requirement of proteoting the cream of our traditional culture, the requirement of reasonable answering education globalization. However, how to understand education theory localization is a disputed problem. This essay discusses the definition of education theory localization, two approaches and four levels of realizing education theory localization.

关 键 词：教育理论本土化 两个维度 四种境界 

分 类 号：G40[文化科学—教育学原理]