论教育理论实践指向的缺失  

On the Shortcomings of Integrate Education Practice and Theory

作　　者：范远波[1] 

机构地区：[1]嘉应学院教育科学学院教授,梅州514015

出　　处：《教育发展研究》2012年第9期10-14,共5页Research in Educational Development

基　　金：教育部人文社会科学研究规划基金项目“传承与融通:百年小学语文教材的文化功能研究”(09YJA880054)的部分成果

摘　　要：教育理论内在隐含着实践指向和为实践提供方法论启示的可能,但这种可能要成为现实还受到诸多因素的制约。教育理论工作者自身目中无人、心中无情、胸中无境的"三无"状态是导致教育理论实践指向缺失的重要原因。教育理论工作者必须正视这一现象,认真考量教育理论研究、呈现、教学等工作与教育理论所折射出的体验性、思辨性和拓展性特点的联系。The education theory inherently implies practice direction and providing the possibility of methodology enlightenment for practice, but many factors and conditions prevent this possibility from turning to be a reality. The main cause ,which leading the shortcomings of integrate education practice with theory, is that the education theoretical workers without lively people in their eyes and minds. Facing up to this phenomenon, the education theoretical workers should take seriously consideration in the relations among the education theoretical research, presentation,teaching and other aspects that link the experience,reasoning and expandability characteristics reflected by practice direction of the education theory.

关 键 词：教育理论 实践指向 教育实践 

分 类 号：G40[文化科学—教育学原理]