论教育学的分化与高师公共课教育学的定位  

On the Splitting up of Pedagogy And the Position of Public Pedagogy in Teachers' Colleges And Universities

作　　者：蔡勇强[1] 

机构地区：[1]漳州师范学院教育学科,福建漳州363000

出　　处：《漳州师范学院学报（哲学社会科学版）》2000年第3期81-83,共3页Journal of Zhangzhou Teachers College:Philosophy and Social Sciences

摘　　要：传统高师公共课教育学的学科构建 ,缺乏特色、流弊诸多 ,究其根源 ,在于对本体学科定位不准。应以教育科学分化的角度 ,剖析高师公共课教育学的困惑及其成因 ,从学科地位、研究对象、学科性质、体系构成等方面对该学科做较为准确的界定。Without the distinctive structural features,the tradictional public pedagogy in teachers' colleges and universities has many malpractices. The ill position of the subject is the main reason. From the angle of the splitting up of pedagogy, the writer tries to analyse the subject's predicament as well as its cauese and offers a better position for pedagogy by its status, nature, object of study and its systematic structure.

关 键 词：公共课 教育学 高师 定位 学科性质 学科体系 

分 类 号：G40[文化科学—教育学原理] G652.3[文化科学—教育学]