论教育常识及其意义  

On educational knowledge and its meaning

作　　者：霍洁[1] 刘济良[1] 

机构地区：[1]河南大学教育科学学院,河南开封475004

出　　处：《教学研究》2016年第4期27-30,共4页Research in Teaching

摘　　要：教育常识并没有一个固定的定义,多数相关专家认为教育常识是教育主体在日常实践中形成的关于教育的观点、素养和思维方式的总和。教育常识具有丰富性、经验性和非批判性的特征。教育常识可以转化为教育理论,也是对教育实践的鲜活反映。教育常识中的教师常识和学生常识对教育学的发展起着重要的指导意义。There are not specific definitions about educational knowledge, most of relevant experts think educational knowl- edge originates from educators social practice and it is the summation of concept, quality and thinking mode. The characters of educational knowledge include richness, empirical feature and no criticism, which can be translated into education theory, It is also the fresh reaction of education practice. In the meantime, ＂teacher knowledge＂ and ＂ student knowledge＂ of educational knowledge play a guiding significance to the development of pedagogy.

关 键 词：常识 教育常识 教育学意义 

分 类 号：G40[文化科学—教育学原理]