“问题”与“主义”:论教育研究前提的合理性  

“Problem” and “Doctrine”:Rationality of Education Research Preconditions

作　　者：张海波[1] 杨兆山[1] 

机构地区：[1]东北师范大学,吉林长春130024

出　　处：《国家教育行政学院学报》2016年第2期46-50,共5页Journal of National Academy of Education Administration

基　　金：教育部2013年人文社会科学重点研究基地重大研究项目(13JJD880003)

摘　　要：教育研究中的问题与主义之争,表现为学科取向与问题取向的分立。脱离"问题"的主义构建与脱离"主义"的问题研究,都将弱化教育研究的理论性。应立足问题建构主义,立足主义解决问题,从教育观和方法论两个层面,建设观照教育问题的"主义"。The dispute in education researches between the problem and the doctrine is a manifestation of the divergence between subject-orientation and problem-orientation. The doctrinal construction which breaks away from specific ＂ problems＂ and the research addressing specific problems regardless of ＂doctrines＂ will weaken the theoretical basis of education researches. The essay is to argue that researches should construct doctrines in terms of problems and solve problems with the aid of doctrines. Also, the ＂doctrines＂ of solving education problems should be constructed from two dimensions-education outlook and methodology.

关 键 词：教育研究 教育问题 

分 类 号：G640[文化科学—高等教育学]