论我国教育学自觉的历程  

On the Progress of Educational Self-awareness in China

作　　者：雷云[1] 吴定初[2] 罗银科[3] 

机构地区：[1]四川师范大学教师教育学院 [2]四川师范大学教育科学学院 [3]四川师范大学文科学报,成都610066

出　　处：《教育发展研究》2015年第7期56-62,共7页Research in Educational Development

基　　金：国家社会科学基金项目"教育理论思维与教育理论发展的反思与建构"(CAA110101)的部分成果

摘　　要：教育学自觉是指教育知识社会从专注实际的教育现象中超拔出来,以认识之光返照教育学自身的现象。我国教育学自觉的历程大致可概括为一场"自我规范"、"自我确认"与"自我奠基"交替叠进的学科反思运动,一幅以"认识论反思"与"本体论奠基"为主题渐次展开的学科发展画卷。"自我规范"与"自我确认"主要省察教育学的认识论品质,"自我奠基"则意在探寻教育学的本体论基础。诸反思论题汇聚于"教育知识传统"的自识与建构。Educational self-awareness refers to the retrospection that the society should extract itself out of the focus on the practical education process, and to study pedagogy itself. The process of self-awareness of education in China can be generally summarized as the alternating process of ＂self-regulation＂, ＂self-confirmation＂ and ＂self-foundation＂. Among them, ＂self-regulation＂ and ＂self-confirmation＂ are inspections on the quality of educational epistemology while ＂self-foundation＂ is intended to explore the foundation of pedagogical ontology, and all retrospections converge on self-awareness and construction of ＂educational knowledge tradition＂.

关 键 词：教育学自觉 “自我规范” “自我确认” “自我奠基” 

分 类 号：G40[文化科学—教育学原理]