元教育学理论的本土化危机及其超越  

Indigenization Crisis and Transcendence of Meta-pedagogy

作　　者：崔春龙[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育理论与实践》2017年第22期7-11,共5页Theory and Practice of Education

基　　金：作者主持的北京师范大学教育学部学生科研基金项目"民国时期儿童国家身份认同发展研究"(项目编号:15-03-07)的阶段性研究成果

摘　　要：元教育学以教育理论为研究对象,是对教育理论进行反思、检验、批判的一种方法论。元教育学理论产生于20世纪70年代,80年代末被引入中国,并在90年代中后期引发了中国元教育学研究的高潮,但随后这一时髦理论在较短的时间内迅速进入沉寂期。曲高和寡的理论专业性、缘木求鱼的学科化倾向与实用主义的研究价值等因素,制约了元教育学理论的本土化发展。沉寂并不意味着元教育学理论的退场,而应转换思路,汲取元教育学的精髓,即元思维的分析方式,从价值引领、方法多元、规范导向等方面为教育学理论建构与学科梳理提供借鉴。The Meta-pedagogy that focuses on the object of education theories is a kind of methodology. The methodology reflects, tests and critiques on the object of education theories. The Western theory of Meta-pedagogy has been created in the 1970s. After that, it has been introduced into China and the research came to the climax until the late of the 1990s. But unfortunately, the theory of Meta-pedagogy fall into the doldrums in a short time. There are three reasons that makes the theory fall into the doldrums：the first reason is the professional theory has its limits so that not everyone can in charge of it. The second reason is we Chinese researchers tended to make the theory into a real subject which is not the true meaning of the theory. The last reason is we neglect the research value of the theory of Meta-pedagogy so we can not do further research in the field of new theory. However, the doldrums do not mean we don＇t need the Meta-pedagogy anymore. One the other hand, we should look for the new way by adopting the analyzing methods of meta-thinking. We can provide references for the construction of educational theories from such way：the value guidance, multiplication of methods and making some specifications.

关 键 词：元教育学 本土化 教育学科 危机 元思维 

分 类 号：G40-011[文化科学—教育学原理]