教师教育学的人学意蕴及其转向  

The Hominology Implication in Teacher Pedagogy and Its Turn

作　　者：冯江英[1] 孔露 FENG Jiang-ying;KONG Lu(College of Educational Science,Xinjiang Normal University)

机构地区：[1]新疆师范大学教育科学学院,新疆乌鲁木齐830017

出　　处：《教育理论与实践》2022年第16期3-8,共6页Theory and Practice of Education

基　　金：2019年国家哲学社会科学基金一般项目“新时代新疆学前教育基本公共服务体制保障研究”(项目编号:19BMZ082)的研究成果。

摘　　要：教育是以培养人为主旨的社会实践活动,教育学从本质上看是“成人”之学。教师教育学具有丰富的人学意蕴,其研究对象是人、研究主体是人、研究目的是人,人是教师教育学研究的逻辑起点和最终旨归。基于人学视角来看,教师教育学的研究出现了一些偏差。教师教育学要实现人学转向,研究对象由“抽象人”转向“现实人”的关注,研究主体由“个体人”转向“共同体”的构建,研究目的由“工具人”转向“完整人”的培养。Education is a social practice with the purpose of cultivating people,and pedagogy is essentially a disciplineof cultivating talents.Teacher pedagogy has rich hominology implications,and its research object is people,its research subject is people,and its research goal is people.People are the logical starting point and final purport of the teacher pedagogy research.From the perspective of hominology,some deviation has appeared in the research of teacher pedagogy.Teacher pedagogy must realize the turn of hominology,research object changes from“abstract people”to“real people”,research subject changes from“individual people”to the construction of“community”,and research purpose change from“instrumental people”to the cultivation of“complete people”.

关 键 词：教师教育学 人学意蕴 人学转向 现实人 共同体 完整人 

分 类 号：G40-02[文化科学—教育学原理]