究竟是缺少意识和能力,还是缺乏意愿和动力?--论教育理论转化难的主要原因及对策  

What is Lacking:Awareness and Ability or Willingness and Motivation?--On the Reasons and Countermeasures of Difficulty in Transforming Educational Theories

作　　者：罗福益 LUO Fu-yi(Department of Pedagogy,East China Normal University)

机构地区：[1]华东师范大学教育学系

出　　处：《教育理论与实践》2020年第19期8-12,共5页Theory and Practice of Education

基　　金：华东师范大学教育学部2018年度博士研究生优秀学位论文培育计划资助项目“教育科学的追求——美国教育学科学化的历史考察”(项目编号:2018B7)的研究成果。

摘　　要：教育理论转化难的主要原因不在于教育理论研究者和教育实践工作者缺少转化的意识和能力,而在于二者缺乏转化的意愿和动力。教育理论研究者和教育实践工作者的现实处境和利益关切是影响两者教育理论转化意愿和动力的主要因素。走出教育理论转化难的困境,必须关照教育理论研究者和教育实践工作者的现实处境和利益关切,其关键在于激发教育理论研究者服务教育实践的意愿和动力,促使他们以“友好方式”向教育实践工作者提供教育理论,从而提升教育理论的吸引力,激起教育实践工作者的转化意愿和动力。The main reason for the difficulty in transforming educational theories lies not in the lack of awareness and ability of educational theorists and practitioners,but in the lack of their willingness and motivation to transform.Their realistic situation,interests and concerns are the main factors influencing their willingness and motivation to transform.Hence,to get out of the difficulty in transforming educational theories,it is necessary to care for the realistic situation,interests and concerns of educational theorists and practitioners,the key of which is to stimulate the willingness and motivation of educational theorists to serve educational practiceand make them provide educational practitioners with educational theories in a friendly way so as to improve the attractiveness of educational theories and stimulate the willingness and motivation of educational practitioners.

关 键 词：教育理论转化 教育理论研究者 教育实践工作者 利益关切 意愿和动力 

分 类 号：G521[文化科学—教育学]