实践理性视野下的教育行动研究  

Educational Action Research From the Perspective of Practical Rationality

作　　者：苏鸿 Su Hong(Guangdong University of Education)

机构地区：[1]广东第二师范学院教育学院

出　　处：《当代教育科学》2021年第9期51-57,共7页Contemporary Education Sciences

基　　金：全国教育科学“十二五”规划2015年度教育部重点课题“实践理性视域下的教师行动研究”(项目编号:DAA150205)的研究成果之一。

摘　　要：植根于传统技术理性的教育行动研究已经面临深刻的危机。晚近以来,随着实践哲学的复兴,教育行动研究也在发生了深刻的转型。实践理性不同于技术理性,以实践理性为指导,教育行动研究急需在思维方式、知识假设和实践范式等维度进行反思与重建。以实践理性来审视,行动研究的思维方式应强调生成性、情境性和具身性,自觉超越确定性思维的局限;行动研究的知识假设应重视意义性知识、地方性知识和实践性知识,而不是可推广的普适性知识;行动研究的实践范式应倡导创意想象与多元共生,反对科学方法的简单套用。Educational action research rooted in traditional technological rationality has faced a profound crisis.Recently,with the revival of practical philosophy,educational action research is also undergoing a profound transformation.Practical rationality is different from technical rationality.Guided by practical rationality,educational action research urgently needs reflection and reconstruction in the dimensions of thinking mode,knowledge hypothesis and practical paradigm.From the perspective of practical rationality,action research should emphasize on generative thinking,situational thinking and embodied thinking,and consciously surpass the limitations of deterministic thinking.The knowledge hypothesis of action research should pay attention to meaningful knowledge,local knowledge and practical knowledge,rather than those abstract knowledge that can be popularized.The practical paradigm of action research should advocate creative imagination and pluralistic symbiosis,and oppose the simple application of scientific methods.

关 键 词：实践理性 技术理性 教育行动研究 

分 类 号：G40[文化科学—教育学原理]