新中国教育学本土化历程举要——从吴杰的宣言到潘懋元的构建  

An Outline of the Localization Process of Pedagogy in New China

作　　者：刘晖[1] 汤晓蒙[1] LIU Hui;TANG Xiao-meng

机构地区：[1]广州大学教育学院,广州510006

出　　处：《大学教育科学》2020年第4期23-30,共8页University Education Science

基　　金：国家社会科学基金(教育学)一般课题“中国高等教育质量保障政策(1985-2015)变迁研究”(BIA160098).

摘　　要：教育学本土化是中国教育学人百余年来努力的方向。最近四十余年,教育研究者从历史反思走向实践探索和理论构建,推进了教育学的本土化转向。其中,以吴杰先生为代表,提出了"跳出凯洛夫"的主张,开启了中国教育学本土化的新进程;以潘懋元先生为代表,开创了高等教育学科,诠释了中国教育学的本土化构建。当代中国教育学要"跳出"的已不仅仅是凯洛夫,而是要跳出意识形态之争,跳出教条主义之累,跳出妄自菲薄之虞,获得真正的创新与超越。教育学本土化需要有更加开放包容的态度,实现教育理论学习与借鉴的"多元化";需要研究者扎根中国大地,推进本土创新,积淀地方性知识,走出"中西二元对立"思维藩篱,实现教育学的本土化与科学化。China’s education is directed towards localization for more than 100 years.In the past 40 years,educational researchers have moved from historical reflection to practical exploration and theoretical construction,which has promoted the localization of education.Among them,WU Jie put forward the idea of"jumping out of Kaiipob",which opened a new process of localization of Chinese pedagogy.PAN Mao-yuan created the discipline of higher education and interpreted the localization construction of Chinese education.The contemporary Chinese pedagogy has been trying to jump out of the ideological disputes,the doctrine of dogmatism,the fear of self-contempt,and real innovation and transcendence.The localization of pedagogy needs more open and inclusive attitude to realize the diversity of educational theory learning and reference.In order to realize localization and scientization of pedagogy,it requires researchers to take roots in China,promote local innovation,accumulate local knowledge,and get out of the"Chinese and Western binary opposition"thinking barriers.

关 键 词：新中国 教育学 本土化 吴杰 潘懋元 

分 类 号：G640[文化科学—高等教育学]