教育学的主体间学科文化及其建构  

On The Intersubjective Disciplinary Culture of Pedagogy and It's Construction

作　　者：郭祥超[1] 

机构地区：[1]陕西师范大学教育学院,副教授西安710062

出　　处：《教育发展研究》2014年第13期110-113,124,共5页Research in Educational Development

基　　金：国家社会科学基金教育学一般课题"教育学的专业改造与学科建设研究"(BAA100013);国家教育体制改革试点项目"教师教育人才培养模式创新与优秀教师培养"的部分成果

摘　　要：教育学的主体间学科文化是在教育学学科知识和学科组织的发展过程中,形成的体现学习化社会教育本质的知识理论体系、学科方法论、思维方式、价值观念、学科传统、伦理规范、学科制度和行为习惯等方面的总和,是教育学学科知识文化和学科组织文化的集合体。具体表现为主体间指导学习教育本质观统领和贯穿其中的教育学知识体系,学术至上、精神自由、育人为本、协同创新为核心的教育学价值体系,严谨治学、勇担责任、求真重情、宽严相济的教育学规范体系,平等交往、合作探究、静心研习的教育学行为习惯。建构教育学的主体间学科文化需要遵循以下四条原则:学科领袖先行引领和学科成员平等参与相统一;研究和教学、指导、学习的强势平衡;学科内部交流和对外交流的协同推进;学科思想自由和制度规训的相得益彰。The intersubjective disciplinary culture of Pedagogy includes theoretic system, methodology, way of thinking, values, traditions, ethics, discipline system and behavior habits which reflect the essence of education in the learning society. As a combination of knowledge culture and organization culture, it is formed in the process of subject knowledge development and subject organization of Pedagogy. This means that the Pedagogical knowledge system should be led by the view of educational essence of intersubjective guided learning; should be centered on the academic supremacy, the freedom of spirit, education oriented and collaborative innovation; should include rigorous scholarship, bearing responsibility, seeking truth and love and leniency; and the behavior habits of pedagogy should include equal communication, cooperative inquiry and meditation. For it＇s construction, we should observe the following principles： the guidance of discipline leaders and the equal participation of discipline members should be unified; the strength and weakness of research, teaching, guidance and learning should be balanced; internal communication and external communication of the subject should be jointly promoted; and ideological freedom and system regulation of subject should complement each other.

关 键 词：教育学 学科文化 主体间学科文化 

分 类 号：G40[文化科学—教育学原理]