教育生态学研究二十年  

20-year Research of Educational Ecology

作　　者：邓小泉[1] 杜成宪[2] 

机构地区：[1]南通大学教育科学学院,江苏南通226007 [2]华东师范大学教育学系,上海200062

出　　处：《教育理论与实践》2009年第5期12-16,共5页Theory and Practice of Education

基　　金：教育部人文社会科学重点研究基地重大项目"学校教育生态研究:制度建构与文化生成"(项目批准号:05JJD880060)

摘　　要：我国大陆地区的教育生态学研究始于20世纪80年代末。20年来,教育生态学的发展相当缓慢,至21世纪初才开始趋于兴盛。20年间,教育生态学研究主要呈现出由宏观走向微观、由理论探讨走向实践分析两个特点,并表现出四个不足:对教育生态系统的重要性认识不够深入,对教育生态的层次和结构的研究不够平衡,对教育生态历史变迁的分析不够重视,对生态学原理的把握不够准确。教育生态学学科的建立仍要经过一段历程。The research of educational ecology in the China's Mainland was first advanced at the end of 1980s, but developed very slowly during the last ten years, and didn＇t flourish until the beginning of 21^th century. In the past twenty years, the research of educational ecology has presented two characteristics： from macroscopic to microscopic, and from theoretical study to practical analysis. And it has also showed four scarcities： lack of deep understanding of the importance of educational ecosystem, lack of balanced study of the levels and structure of educational ecology, lack of enough attention paid to the historical change of educational ecology, and lack of accurate understanding of ecological theory. So there is still a very long way to go to establish the educational ecology as a discipline.

关 键 词：教育生态学 研究进展 研究特点 

分 类 号：G40-052.4[文化科学—教育学原理]