论教育知识体系的不确定性及其正效应  

On the Uncertainty of Educational Knowledge System and Its Positive Effects

作　　者：黄静静[1] 王帅[1] 

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教育理论与实践》2014年第10期11-14,共4页Theory and Practice of Education

基　　金：国家社科青年基金项目<基础教育知识供给及其干预机制研究>(项目批准号:13CSH028)的阶段性研究成果

摘　　要：在普遍追求确定性的同时,教育知识体系也存在不确定性,且这种不确定性有其正效应。从知识论、系统论和冲突论三个角度来看,教育知识体系的不确定性不可避免。在普遍重视教育知识体系不确定性的负向效应时,更应看到其正效应,即以实质理论弥补形式理论之不足,在规避和博弈中创造教育回应现实的契机,为教育的发展变革提供空间,通过挑战教育知识体系的权威提升教育质量。While the pursuit of certainty is common, uncertainty and its positive effects are also present in the educational knowledge system. From the theories of knowledge, system and conflict, the uncertainty of educational knowledge system is inevitable. When the attention is paid to the negative effects of educational knowledge system, its positive effects can＇t be discounted, i.e. covering the shortage of formal theory with the substantive theory; creating the opportunity for educational response to the needs of real-life in the avoidance and struggle; providing space for the development of education; and improving the quality of education by challenging the system of educational knowledge.

关 键 词：教育知识体系 不确定性 正效应 

分 类 号：G40-011[文化科学—教育学原理]