教育研究中的单向度思维及其突破  

On the One-Dimensional Thinking in Education Research and Its Breakthrough

作　　者：徐文彬[1] 魏同玉 Xu Wenbin;Wei Tongyu(Institute of Curriculum and Instruction,Nanjing Normal University,Nanjing Jiangsu 210097,China)

机构地区：[1]南京师范大学课程与教学研究所,江苏南京210097

出　　处：《教育科学》2020年第5期41-48,共8页Education Science

基　　金：全国教育科学规划课题“中小学STEM教育基本理论与本土实践问题研究”(项目编号:BHA180126)。

摘　　要：教育研究中的单向度思维是知性思维的极端化体现,是个人化的、绝对化的、片面的和非批判的思维,普遍存在于分析教育现象和解决教育问题之中。这种单向度思维具体表现为,理论思维与工程思维的相互僭越,肯定性思维与否定性思维的非此即彼,价值主导的"内容中心思维"与技术主导的"方法中心思维"的对立,日常化思维与非日常化思维的相互偏执等。教育研究中的单向度思维存在已久,而且,已然影响了教育研究的真实性、可靠性和有效性。要提升其教育研究的品质,就必须突破单向度思维的束缚,唤醒辩证思维,弱化思维的绝对化倾向;理性审视自身的思维逻辑,走出主观主义的局限;在积极接近、投身和观察教育实践中突破封闭思维的钳制,扩展思维视域。The one-dimensional thinking in educational research is the extreme embodiment of intellectual thinking,personal,absolute,one-sided and non-critical thinking,which exists in analyzing educational phenomena and solving educational problems.This kind of one-dimensional thinking manifested as the mutual transgression of theory-thinking and engineering-thinking,the contradiction between positive thinking and negative thinking,the opposition between"the content-centered thinking"led by value and"the method-centered thinking"led by technology,the paranoia of daily thinking and non-daily thinking.The one-dimensional thinking in educational research has existed for a long time,which has affected the authenticity,reliability and effectiveness of education research.To improve the quality of educational research,we must break through the shackles of one-dimensional thinking.And it is necessary to awaken dialectical thinking and weaken the absoluteness of thinking,to rationally examine one’s own thinking logic and get out of the limitation of subjectivism,to break through the clamping of closed thinking and expand the horizon of thinking in the practice of actively approaching,so as to expand the horizon of thinking.

关 键 词：教育研究 教育问题 知性思维 单向度思维 辩证思维 

分 类 号：G40-032[文化科学—教育学原理]