“教育现象”何以是教育学的研究对象  

Why "Educational Phenomenon" Is the Research Object of Pedagogy

作　　者：高鹏[1] 杨兆山[1] 

机构地区：[1]东北师范大学教育学部

出　　处：《教育研究》2014年第2期55-60,共6页Educational Research

基　　金：教育部2013年人文社会科学重点研究基地重大研究项目"新教育理论的探索性研究"(项目编号:13JJD880003)的研究成果

摘　　要：关于教育学研究对象,目前学界的观点主要为教育事实观、教育现象及其规律观、教育现象观以及教育问题观四类。梳理四类教育学对象观的基本观点,由于各自对教育事实、教育问题、教育现象等概念理解的模糊化和随意性,致使教育学的研究对象陷入似是而非之地。剖析各派之局限性,可推论":教育现象"作为教育学研究对象具有合理性。因为教育现象体现了教育学的学科独特性,教育现象具有高度概括性,教育现象体现出了研究话题的公共性,只有研究教育现象才能揭示教育规律。The main opinions about the research object of pedagogy in China are the view of educational fact, the view of educational phenomenon and rule, the view of educational phenomenon and the view of educational issue. Analyzing the basic point of the four kinds of research object of pedagogy, it is found that the obfuscation and randomness of understanding of the concepts, such as educational fact, educational issue, educational phenomenon and so ~m, makes the research object of pedagogy become obscm~. By analyzing the limitations of various opinions, it is deduced that educational phenomenon as the research object of pedagogy has the rationality, because the educational phenomenon with high generality, reflects the uniqueness of the pedagogy and the public nature of research topic. Only by studying the educational phenomenon can we reveal the educational law.

关 键 词：教育学 研究对象 教育现象 教育问题 

分 类 号：G40[文化科学—教育学原理]