教育学:一个多学科交融的研究领域  

Pedagogy:A Multidisciplinary Research Field

作　　者：黄玮琳 李睿 余晖 HUANG Weilin;LI Rui;YU Hui(Institute for Advanced Study of Educational Development in Guangdong-Hong Kong-Macao Greater Bay Area,South China Normal University,Guangzhou,Guangdong,510631,P.R.China;School of Education,South China Normal University,Guangzhou,Guangdong,510631,P.R.China)

机构地区：[1]华南师范大学粤港澳大湾区教育发展高等研究院,广东广州510631 [2]华南师范大学教育科学学院,广东广州510631

出　　处：《广东第二师范学院学报》2020年第6期1-7,共7页Journal of Guangdong University of Education

基　　金：广东省哲学社会科学规划项目“香港同胞国家意识和爱国精神的学校培育路径研究”(GD20YTQ01);华南师范大学研究生全英文课程建设项目“Multidisciplinary and International Perspectives on Education”。

摘　　要：构建“单一封闭的学科体系”是制约教育学发展的一种认识误区,教育学在实然和应然层面是一个多学科交融的研究领域。就其“科学性”而言,教育学是“实践的理论”而非“科学的理论”,教育研究应突出实践本位。教育学的发展应立足于教育哲学、课程与教学论和道德教育等“知识内核”,同时与人文社会科学的最新进展保持互动交融。教育学的知识积累和学科发展应引入多学科话语,实现各学科与教育理论的交融,构建动态、开放、交叉的学科布局。Recognizing the nature of pedagogy as a single and exclusive academic discipline is problematic.Pedagogy is indeed a multidisciplinary research field.In terms of its scientific paradigm,pedagogy is a practical theory rather than a scientific theory.That is to say,educational research should be practice-oriented.The construction of pedagogy should be rooted in its core of knowledge,which includes the theoretical resources of education philosophy,curriculum and instruction,and moral education.In the meantime,it is worth to keep in touch with the latest development of humanities and social sciences.Multi-and inter-disciplinary perspectives would benefit the knowledge accumulation and disciplinary development of pedagogy.The eventual aim is to construct a dynamic,open and intersectional disciplinary system with the integration of educational theory.

关 键 词：教育学 元教育学 科学范式 交叉学科 

分 类 号：G40-01[文化科学—教育学原理]