大概念的引入与教育学变革  

The Introduction of Big Concepts and the Reform in Pedagogy

作　　者：赵康[1] 

机构地区：[1]山西大学教育科学学院

出　　处：《教育研究》2015年第2期33-40,共8页Educational Research

摘　　要：改革开放以来,伴随大量西方学说的译介和研究,美国科学哲学家库恩"科学革命学说"之"范式"、德国教育学家布列钦卡"元教育学说"之"元"的概念引入到我国的教育学,受到研究者的普遍关注和广泛使用,一批与教育学要素联结形成的多种形式的命题得到深入研究,产生了变革性的影响:"范式"的引入推动教育学发生了认识论、方法论、价值论的变革,促进了教育学研究内容的丰富与陈述体系的升级;"元"概念的引入开拓了教育理论研究的新视界与研究方式,提升了教育学的理论自觉,澄清并革新了教育学的历史认知,构建了元教育学分支学科。凡此革新变化缩影式地展现了大概念的引入对教育学变革与进步的积极意义。Since the reform and opening up in China, the concept of ＂paradigm＂ in ＂scientific revolution＂ theory proposed by American philosopher of science, Thomas Kuhn, and the concept of ＂meta-＂ in ＂meta-pedagogy＂ theory proposed by German educationalist, Brezinka, have been introduced into pedagogy due to the translation and research on lots of western theories. These two big concepts have received the general attention of researchers and been widely used. A number of various forms of propositions produced by the link with pedagogical factors have been studied in depth, and as a result, the coupling studies have caused the transformative effect. The introduction of ＂paradigm＂ has pushed the change of pedagogy in the aspects of epistemology, methodology and axiology, and promoted the richness of research contents of pedagogy and the upgrade of statement system. The introduction of ＂meta-＂ has developed the perspective and research mode of educational theory, enhanced the theoretical consciousness of pedagogy, clarified and innovated the historical cognition of pedagogy, and constructed the meta-pedagogy as a branch discipline of pedagogy. All of these changes have shown the positive significance of the introduction of big concepts for the reform and progress of pedagogy, as a miniature. Key words： big concepts, paradigm, meta-, the reform in pedagogy

关 键 词：大概念 范式 元 教育学变革 

分 类 号：G40[文化科学—教育学原理]