教育研究的转向:从理论理性到实践理性——兼谈教育理论与教育实践的关系  

A Diversion of Educational Research:From Theoretical Reason to Practical Reason——Also on the Relationship Between Educational Theory and Practice

作　　者：李太平[1] 刘燕楠[1] 

机构地区：[1]华中科技大学教育科学研究院

出　　处：《教育研究》2014年第3期4-10,74,共8页Educational Research

基　　金：2008年度教育部人文社会科学研究规划基金项目"中国教育研究的理论反思"(项目编号:08JA880025)的阶段性研究成果

摘　　要：教育研究是理论理性和实践理性的统一,描述教育现象、解释教育行为、改进教育实践是教育研究的三项基本功能。描述教育现象即回答教育"是什么"、解释教育行为即回答教育"应该是什么"以及"何以如此",改变教育实践则需要回答教育"应该怎么做"。"是"属于理论理性,"应该"与"做"属于实践理性。长期以来,教育研究在理论的层面仅回答"是"的问题,面对纷繁复杂的教育实践,不能满足实践者对"应该"与"做"的迫切需求。因此,教育研究需要从理论理性上升到实践理性,从对"是"的认识延伸至对"应该"与"做"的全面把握,实现与教育实践和谐、理性地统一起来,构建出真、善、美的理想的教育客体,从而提高教育研究质量,提升教育实践品质。Educational research is a unification integrating theoretical reason with practical reason, and educational research has three functions, that is to display educational phenomena, to explain the behavior of education and to make the progress of the educational practice. To display educational phenomena is to answer what ＂to be＂, to explain the behavior of education is to answer what ＂ought to be＂ and ＂why＂, to make the progress of the educational practice is to answer ＂how to do＂. ＂To be＂ is the theoretical reason, ＂ought to he＂ and ＂ how to do＂ are the practical reason. For a long time, educational research just answer the question ＂to be＂ in theory, and can＇t meet the urgent needs of ＂ought to ＂and ＂how to do＂ in face of numerous and complicated educational practice. So, educational research should be risen up from theoretical reason to practical reason, from ＂to be＂ to ＂ought to be＂ and ＂how to do＂. Educational research should point at educational practice, combine educational theory with educational practice, and build an ideal education object with the truth, goodness and beauty, so as to improve the quality of educational research and promote the character of educational practice.

关 键 词：教育研究 实践理性 理论理性 教育理论 教育实践 

分 类 号：G40[文化科学—教育学原理]