教育病理学在中国的传播与发展  

The Introduction and Development of Studies on Educational Pathology in China

作　　者：邱悦颜[1] 

机构地区：[1]中南林业科技大学

出　　处：《现代大学教育》2010年第3期38-42,共5页Modern University Education

基　　金：湖南省普通高等学校教学改革研究项目"教育病理学视角下的高校课堂教学研究";项目编号:2009150

摘　　要：教育病理学是指在教育过程中出现的偏移与失调状态,是教育社会学的一个分支学科。教育病理是一种普遍存在的客观现实,对它的关注是人类社会发展自觉性的必然反映。教育病理的诊断指标是建构教育病理理论的核心所在,其要义在于发现。教育病理学在中国的传播与发展可分为"借鉴引进"、"理论发展"、"实际应用"等三个阶段。As a branch of educational sociology,studies on educational pathology focus on those abnormal and disturbing phenomena in the educational process. Educational pathology is just one part of the prevailing reality around us,and the increased attention it receives today is an inevitable result of the development of human society. The selection of diagnosis indicators lies at the heart of the theoretical construction for educational pathology. Roughly speaking,the introduction and development of studies on educational pathology(SEP) in China has undergone three phases:the introduction of SEP from abroad,its theoretical development as well as practical application in China.

关 键 词：教学疾病 教育病理 教育病理学 

分 类 号：G40[文化科学—教育学原理]