生态化:全球教育的真实形态与比较教育学的时代范式  

Ecology:the True Form of Global Education and Comparative Education Paradigm

作　　者：傅松涛[1,2] 陆伟[2] 

机构地区：[1]教育部人文社会科学重点研究基地北京师范大学国际与比较教育研究院,北京100875 [2]河北大学教育学院,河北保定071002

出　　处：《比较教育研究》2015年第10期19-25,共7页International and Comparative Education

基　　金：教育部人文社会科学重点研究基地重大项目"高等教育发展中公平与效率问题的国际比较研究"(07JJD880225)的研究成果

摘　　要：全球体系化是当代世界社会与教育真实存在和完整发展的基本轨迹、客观现实与必然趋势,是当代世界社会与教育实质形式趋同化及其生产生活本质样态多样化有机统一的全质生态化主流表现与完整形态。科学认识、把握和建构当代世界社会与教育全球体系化存在与发展的全质生态化形态内涵、性能与运行,是当代教育科学的时代主题、发展机遇、创新节点和科学使命,是比较教育学的学科特性、优势和历史使命所在,是比较教育学视主平实通达、视意高远超越、视物体系有机、视线齐备精细、视力对应周延的生态化范式科学真实、全质转型、自我超越与学科先行的时代要求和价值所在。Global integration is the basic trajectory, objective reality, whole mass ecological pertormance and shape of the contemporary world＇s society and education that is the organic unity and complete development of natural form in the convergence of the life being with rhythmic and dynamic and essential styles in the diversity of the life being with production and live. Science awareness, and grasp and construction for contemporary social and education global integration is the ecological characteristics of the paradigm of compared pedagogy discipline that is the era theme, and development opportunities, and innovation node and science mission, advantage and history mission, and that the subject of study is natural and sensible, the purpose is high beyond, the object is organic one, the condition is whole meticulous, and the model is corresponds distribution.

关 键 词：生态化 教育全球体系化 真实形态 比较教育学 时代范式 

分 类 号：G40-059.3[文化科学—教育学原理]