“教育学原理”的知识体系应该是怎样的  

On the Knowledge System of “Principles of Pedagogy”

作　　者：张忠华[1] 孙文敬 Zhang Zhonghua;Sun Wenjing

机构地区：[1]江苏大学教师教育学院,江苏镇江212013

出　　处：《教育学术月刊》2022年第3期28-36,50,共10页Education Research Monthly

基　　金：国家社会科学基金教育学一般课题“中国德育原理百年发展史研究”(编号:BEA210110)。

摘　　要：“教育学原理”作为一门课程或学科,在20世纪初被引进中国。长期以来学术界对教育学原理学科自身的基本问题研究不够深入,以至于“教育学原理“”教育原理“”教育基本理论”等相关学科混为一谈。厘清“教育学原理”与相关教育学科的关系,确定教育学原理在教育学学科中的位置,明确教育学原理的研究对象是教育学,是一门抽象概括的理论学科。由于历史上各个国家民族文化教育传统不同,面临的教育学问题不同,人们研究教育学问题的方法不同,也就形成了不同风格的“教育学”知识形态,总结概括各种各类“教育学”知识形态的共性知识,形成一般的、普通的教育学知识体系是“教育学原理”的应为。“Principles of Pedagogy”was introduced into China as a course or discipline in the early 20th century. For a long time, the academic circle lacks in-depth academic research on the basic issues of the discipline of pedagogy, so that disciplines such as“principles of pedagogy”,“principles of education”and“the basic theory of education”are mixed up. What should be clarified are the relationship between“principle of pedagogy”and related educational disciplines, the position of pedagogy principle in pedagogy disciplines, principle of pedagogy being the research object, and the fact that it is an abstract and generalized theoretical discipline. Due to the differences in national cultures and educational tradition in different countries in history, people have different approaches to study pedagogy, and thus formed different pedagogy knowledge systems. It is the mission of“principles of pedagogy”to sum up all kinds of pedagogy knowledge systems and develop a general and common knowledge system of pedagogy.

关 键 词：教育学 教育学原理 教育原理 教育基本理论 知识体系 

分 类 号：G40-01[文化科学—教育学原理]