我国教育人类学学科发展问题审视  

On Discipline Development of Educational Anthropology in China

作　　者：吴晓蓉[1] 

机构地区：[1]西南大学教育学部

出　　处：《教育研究》2012年第5期12-16,共5页Educational Research

基　　金：国家社会科学基金项目"内地西藏班(校)教育成效调查研究"(项目批准号:11BMZ052)的阶段性研究成果;西南大学教育部2012年度科研规划课题"我国民族教育优惠性政策的成效提升研究"(课题编号:2012ZDXM03)资助研究成果

摘　　要：从教育人类学概念的引进,到对少数民族以及社会转型时期教育问题的关注,教育人类学在我国历经了概念引进、研究兴起和学科初步形成的发展历程,正朝着本土化、系统化的方向发展。但客观而言,我国教育人类学学科存在价值模糊、专业共同体缺失、研究主题模糊、研究范畴狭窄、研究方法缺乏专业性等问题。应从明确学科价值、完善专业共同体、拓展研究范畴、创新研究方法论这四个维度,探索我国教育人类学学科建设和实现该学科本土发展。From the introduction of the concept of educational anthropology to the concern about ethnic minorities and social transformation education, educational anthropology in China has witnessed a process of the introduction of concept, the rise of educational anthropology study and the initial formation of educational anthropology. At present, educational anthropology is moving toward localization and systematization. However, fiom an objective point of view, there are still some problems in educational anthropology in China such as the value of the discipline is vague, the discipline community is absent, the study theme is not clear, the study category is limited and the research method is not professional, etc. All of these have brought challenges to the development of educational anthropology. In order to realize the disciplinary construction and the native development of educational anthropology in China, we shouht make clear the value of this discipline, improve discipline community, expand study category and innovate research methodology.

关 键 词：教育人类学 学科发展 范式 

分 类 号：G40-05[文化科学—教育学原理]