当前中国教育理论研究的使命与立场  

The Mission and Position of Current Chinese Studies in Educational Theory

作　　者：胡金木[1] 

机构地区：[1]陕西师范大学,陕西西安710062

出　　处：《国家教育行政学院学报》2014年第7期45-49,共5页Journal of National Academy of Education Administration

基　　金：中央高校基本科研业务费专项资金资助项目(11SZYB02);陕西师范大学教师教育研究项目(JSJY2012YB05)

摘　　要：毫无疑问,教育理论研究的使命是指导实践,而指导实践的前提是建构一种有解释力的教育理论知识。对于当前中国教育理论研究者而言,首先要把教育中的"道理"讲清楚,建构一种科学完备的、具有解释力的教育理论知识。同时,教育理论知识建构的立场则是具体的教育实践,而非空洞的、先验的概念与命题。若离开了具体的实践,教育理论的知识生产只能是蹩脚的,没有解释力的。教育理论研究者要破除书斋式、空洞的概念演绎,立足于生动的教育实践,从实践中获取滋养,实践经验"理论化"与科学理论"实践化"的双向互动中完成理论构建。The research in educational theory has two missions, to guide practice and to produce knowledge. At present, the first thing which education theorists need to do is expounding the “truth” more clearly, and constructing a rational theory of education. Meanwhile, position in knowledge production is specific, rather than empty and abstract concepts and propositions. If a researcher aims to break from pure academic researches on empty abstractions, he needs to establish himself on concrete educational practice, base his research on and obtain the nourishment from the vivid educational practice, and therefore achieve theoretical constructions through the interactions of theory and practice.

关 键 词：教育理论 研究使命 实践立场 知识建构 引导行动 

分 类 号：G640[文化科学—高等教育学]