富有生命力教育理论创生过程机理探析  

The Process Mechanism of Creating Educational Theories with Vitality

作　　者：曾茂林[1] 

机构地区：[1]湛江师范学院教育科学学院,广东湛江524048

出　　处：《西南大学学报（社会科学版）》2012年第1期15-19,173,共5页Journal of Southwest University(Social Sciences Edition)

基　　金：国家社科"十一五"规划(教育学科)课题"中国六十年教育基本理论的发展与教育实践结合的研究"(BAA060012);项目负责人:柳海民

摘　　要：富有生命力教育理论的创生源于研究者解决问题的冲动。研究者将解决问题中形成的新认识,上升为建构个体教育理论精神生命的新概念和原理,由此演绎出蕴含个体生命力的教育理论。当其公开出版后,借助研究共同体和实践群体的不断深化、拓展,在社会实践建构中获得多方提供的生命力量,由此生成更为完善的理论体系。最后,再以主流教育理论形式走向更为深入的实践,衍生出系列下位理论,完成其"始创-生成-生长"的过程机理。The original motivion of creating educational theories with vitality stems from researchers' problem pursuting.While problems solving,researchers pick rules from experience,form new concepts and principles consisting individual mental life,and deduce educational theories with individual vitality.Then these educational theories would be deepened,expanded and get multiple life force from the practical community groups during the social practice in which a more perfect theoretical system will be generated.Finally,educational theories is put to use as mainstream from which a series of lower theories is derived.This process shows the theory creating mechanism of 'creation-generation-growth' clearly.

关 键 词：教育理论 生命力 创生 学理 机制 

分 类 号：G40-02[文化科学—教育学原理]