教育本体论研究的转向与教育本体的复杂性——复杂性思维方式视野中的教育本体论研究  

Transition of Educational Ontology and Complexity of Educational Entity——Educational Ontology Study in the Context of Complex Thinking Pattern

作　　者：蔡灿新[1] 

机构地区：[1]华南师范大学公共管理学院,广东广州510631

出　　处：《教育理论与实践》2006年第9期6-9,共4页Theory and Practice of Education

摘　　要：复杂性研究已经从自然科学转向社会科学领域,教育理论研究也受到它的影响,复杂性思维方式视野中的教育本体论研究转向生活世界,教育本体的复杂性主要表现在教育对象的复杂性、个体学习的自组织性、信息的复杂性、价值参与的复杂性、层次及其相互作用的复杂性等方面。Study on complexity has changed from the natural science to the social science, which has definitely affected the theoretical educational study. The educational ontology study in the context of complex thinking pattern has changed to the life world. The complexity of educational ontology mainly manifests itself in the self - organization of individual learning, the complexity of targets of education, the complexity of information, the complexity of value participation and the complexity of layers as well as their interaction.

关 键 词：复杂性 复杂性思维方式 教育本体的复杂性 

分 类 号：G40-011[文化科学—教育学原理]