探寻教育学的独立与独特--“生命·实践”教育学研究方法论初探  

Exploring the Independence and Uniqueness ofPedagogy:An Interpretation of the Research Methodology of“Life-Practice”Educology

作　　者：伍红林 Wu Honglin(School of Education,Jiangnan University,Wuxi Jiangsu 214122,China)

机构地区：[1]江南大学教育学院教育学系

出　　处：《中国教育科学（中英文）》2022年第3期75-83,共9页Education Sciences in China

基　　金：全国教育科学“十三五”规划国家一般项目“人工智能背景下教育的技术逻辑研究”(BAA190233)。

摘　　要：“生命·实践”教育学派是当代中国为数不多的、明确以“中国教育学派”创建为目标的学术团队,在多年研究中形成了较为系统的方法论体系。该方法论以教育存在为研究对象,主张教育研究是事理研究,提出在“深度介入”式的教育研究过程中,对哲学、科学、艺术等多种研究方法进行综合运用。“生命·实践”教育学研究方法论是我国教育学科元研究的重要成果,挖掘并体认这些成果,对加强研究队伍建设和提升研究水平具有重要意义。“Life-Practice”Educology is one of the few academic teams in contemporary China that explicitly aims to create a“Chinese school of pedagogy”,and has formed a relatively systematic methodological system during its years of research.This methodology takes the existence of education as the research object,advocates that educational research is a matter of fact research,and proposes a specific synthesis of various research methods such as philosophy,science and art in a“deep involvement”approach to educational research.The research methodology of“Life-Practice”Educology is an important achievement of the meta-research of pedagogy in China,and it is important to explore and recognize these achievements to strengthen the research team and improve the research level.

关 键 词：“生命·实践”教育学 教育研究方法论 教育存在 事理研究 

分 类 号：G40-03[文化科学—教育学原理]