理论困境与学前教育学的实践转向  

On the Praxis Attribute of Early Childhood Education

作　　者：姜勇[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《学前教育研究》2008年第1期7-9,19,共4页Studies in Early Childhood Education

摘　　要：随着人类学、现象学、存在论哲学等思潮的兴起,人们日益认识到,学前教育学不仅具有"理论"品性,而且具有"实践"品性。但在当前,学前教育学的"实践"品性有被忽视的倾向,我们要么仅仅关注学前教育学的理论层面,要么将其视为一种普通的技术知识。呼唤学前教育学的"实践"品性,是要突出学前教育学的人文伦理性、现场情境性和生成实践性。People recognize the double attributes of Early Childhood Education, one is the scientific character, the other is the praxis character, accompanied with the booming of educational humanism, phenomenological pedagogy, ontology educational philosophy. However, the praxis attribute of pedagogy is heavily neglected. Researchers focus on the theory dimension or technician dimension. We call on the praxis attribute of pedagogy, which means to insist on the ethic character, situation character, and emergent character of pedagogy.

关 键 词：学前教育学 实践品性 理论品性 

分 类 号：G40[文化科学—教育学原理] B0-0[文化科学—教育学]