“生命·实践”教育学派——在回归与突破中生成  

School of Life·Practice Pedagogy:Creation in Return and Breakthrough

作　　者：叶澜[1] 

机构地区：[1]华东师范大学教育学系,上海200062

出　　处：《教育学报》2013年第5期3-23,共21页Journal of Educational Studies

基　　金：教育部人文社会科学重点研究基地华东师范大学基础教育改革与发展研究所"十二.五"重大项目:"基础教育改革与‘生命.实践’教育学派创建研究"(项目编号:11JJD880034)的研究成果之一;也是<"生命.实践"教育学论纲>一书(预定2014年出版)的导论

摘　　要："生命·实践"教育学派是当代中国社会大转型中,一个教育学研究共同体长期自觉探究的产物。近三十年来,该学派以当代中国教育学理论重建为己任,通过理论反思、实践探究、方法论更新、学科元研究等四个重要方面的持续深化与交互生成式的研究,经历了孕育、初创、发展、成形至通化五个阶段,在不断推进的、多维多层的回归与突破中,逐渐生成了富有个性的学派存在形态和独特品质,就教育学与教育的一系列基本理论问题做出了自己的回答。School of Life · Practice pedagogy was the product of long-term initiative exploration of a pedagogy research community in the social transformation of contemporary China. In nearly 30 years, the school has made it her duty to reconstruct contemporary Chinese pedagogy. Through exhaustive and interactive research in four important aspects, namely, theoretical reflection, practical inquiry, methodology renewal and subject meta-research, the school has undergone five stages： Incubation, Infant, Growth, Shaping and Integration. Now the pedagogy has answered a series of fundamental questions both in theory and practice with its unique characteristics gradually formed in advancing multi-dimensional and multi-level return and breakthrough.

关 键 词："生命·实践"教育学派 学术自觉 回归与突破 反思 创造 

分 类 号：G40[文化科学—教育学原理]