论教育学的未来  

What Kind of Future does Pedagogics Look to?or:Allowed and Prohibited Conjectures about the Future of Pedagogics

作　　者：迪特里希·本纳 苏娇(翻译) 彭韬(翻译) 彭正梅(翻译)[4] Dietrich BENNER(Department of Education Studies,Humboldt University of Berlin,Berlin,10099,Germany)

机构地区：[1]柏林洪堡大学普通教育学系,德国柏林10099 [2]华东师范大学对外汉语学院 [3]南京师范大学道德教育研究所 [4]华东师范大学国际与比较教育研究所

出　　处：《基础教育》2021年第4期5-11,共7页Journal of Schooling Studies

摘　　要：本文从三个方面探讨教育学的未来。首先,在教育的方面,本文主张要坚守赫尔巴特提出的三种教育行动形式,即仅仅追求消极目的的“儿童管理”,拓展经验与交际的“教育性教学”,引导未成年人走向自我负责的行动的“咨询性训育”。这是教育的根本结构,也是教育学的未来的前提。其次,在教化以及教化理论的方面,教育学的未来关键在于考虑和注意到学习者与世界之间多样的、自由的和活跃的相互作用,并关注到在教育中联系多种知识形式。在普通教育学和教育科学的关系方面,教育学的未来在于加强教学与研究的关联性,使教育科学的研究内容变得可教。This paper discusses the future of pedagogy from three aspects.First,in the aspect of education,this paper advocates adhering to the three forms of educational action proposed by Herbart,that is,the‘government of children’which pursues only negative goals,the‘educating instruction’as the complement of experience and intercourse,the‘consulting discipline’that leads minors toward self-responsibility.This is the fundamental structure of education and also the premise of the future of pedagogy.Second,in the aspect of‘Bildung’and its theory,the key to the future of pedagogy is to pay attention to the diverse,free,and dynamic interactions between learners and the world,and to focus on connecting various forms of knowledge in education.Third,in the aspect of general pedagogy and education science,the future of pedagogy lies in strengthening the link between teaching and research,and to make the findings of education science teachable.

关 键 词：教育学的未来 教育 教化 普通教育学 教育科学 

分 类 号：G40-01[文化科学—教育学原理]