比较教育研究方法论中的结构功能主义:从帕森斯、安德森到卢曼、施瑞尔  

The Structural Functionalism in the Methodology of Comparative Education Research: From Parsons,Anderson to Luhmann and Schriewer

作　　者：杨丽茹[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《外国教育研究》2009年第12期27-32,共6页Studies in Foreign Education

摘　　要：结构功能主义理论作为西方社会学的一个重要的理论流派,对比较教育研究产生了重要的影响,并在比较教育学内部引起了方法论之争。从帕森斯、安德森到卢曼、施瑞尔是结构功能主义发展的过程中有代表性的学者,探讨其结构功能主义理论中有助于比较教育研究的若干理论分析框架和核心命题,将有助于拓展比较教育研究方法论的学术视野。As an important theoretical genre in the western sociology, structural functionalism theory has brought important impact on comparative education research and＇aroused a methodology debate inside of the comparative education. Parsons, Anderson, Luhmann and Schriewer are the representative scholars during the development of structural functionalism theory. The probe into their theoretical analysis frame and core proposition in structural functionalism theory which is helpful for comparative education research can open up the academic visual field of comparative education researching methodology.

关 键 词：结构-功能 系统 整合 系统功能主义 比较教育 

分 类 号：G40-059.3[文化科学—教育学原理]