论“教育学”概念在中国的早期形成  

On the Early Formation of the Concept of "Pedagogy" in China

作　　者：侯怀银 张小丽 

机构地区：[1]西大学教育科学学院,太原030006

出　　处：《教育研究》2013年第11期11-21,共11页Educational Research

基　　金：国家社科基金“十一五”规划课题“20世纪中国马克思主义教育学传统研究”(课题批准号:BAA080012)的研究成果之一

摘　　要："教育学"概念在中国的形成,既是中国传统学术向现代学术形态转型的需要,又是师范教育兴起和发展的需要。教育学概念在中国早期的形成具有独特的过程和标志,既经历了由"教育"到"教育学"成为一门课程的过程,又经历了成为近代知识系统中的一门学科的过程。在此过程中,国人在通过日本引进的西方教育学概念基础上,逐渐形成了对教育学概念的理解,教育学概念开始在中国形成。教育学概念在中国的早期形成对此后百余年来国人对"教育学"这一概念的理解产生了深远的影响,使国人对"教育学"的理解不仅深受西方影响,并具有浓厚的功利主义、科学主义倾向,而且使国人对"教育学"概念的理解缺乏中国经验的积累和沉淀。The academic transition The early formation formation of the concept of ＂pedagogy＂ in China is not only the requirement of Chinese traditional to a modern form, but also the requirement of the emergence and development of normal education. of the concept of pedagogy ＂education＂ to ＂pedagogy＂, pedagogy d had a distinctive experience and mark in China. After a process from became a course in the normal school. At the same time, pedagogy became a iscipline in the knowledge system in modern time. In the process, based on introducing western concept by Japan, Chinese developed their own understanding to pedagogy and the concept of ＂pedagogy＂ began to of ＂pedagogy＂ form in China. The early formation of the concept of ＂pedagogy＂ had far-reaching influence on Chinese people＇s understanding to the concept of ＂pedagogy＂ more than one hundred years, which made Chinese people understand the concept of with utilitarianism, scientism, and lack of accumulation of Chinese experience as well.

关 键 词：中国 教育学 概念形成 

分 类 号：G40[文化科学—教育学原理]