探索教育自身知识使命及特征是教育研究重大而紧迫的课题  

Exploring the Mission and Its Characteristics of the Knowledge in Education Itself:a Vital and Urgent Topic of Education Research

作　　者：黄首晶[1] 

机构地区：[1]三峡大学教育学院,湖北宜昌443002

出　　处：《三峡大学学报（人文社会科学版）》2007年第2期100-105,共6页Journal of China Three Gorges University(Humanities & Social Sciences)

基　　金：教育部人文社会科学规划基金项目成果(05JA880022)

摘　　要：素质教育改革围绕“知识”之争对实践不产生实质性影响说明我们的教育知识观研究存在严重问题。主要表现为教育知识使命观研究与哲学混乱和实际的不自觉;教育知识特征观研究的完全哲学化。教育知识观研究哲学化、非教育化倾向意味着教育改革的基础理论是不健全的,基础理论不健全必然致使教育处于十分危险之中,必然导致实践的畸形发展。应试教育长期没有根本性的改变,与教育知识观研究有着极大的关系。反思教育知识观研究,探索教育自身知识使命及特征已成为教育改革重大而紧迫的任务。Now disputing around ＂knowledge＂ in the reform of quality-oriented education has not made substantial progress, which shows that serious problem lies in the research about study of the concept of knowledge in education. One problem is that the study of mission of knowledge in education is partly confused with that in philosophy ; the other is that the study of characteristic of the knowledge in education is totally confused with that in philosophy. No study of the concept of knowledge in education is bound to make the practice of education fail. That＇ s why the examination education exists for a long time.

关 键 词：素质教育改革 教育知识观研究 非教育化倾向 反思 紧迫课题 

分 类 号：G40-03[文化科学—教育学原理]