基于个体成长的教育学理建构  

The Construction of Educational Theory Based on the Invividulal Growth

作　　者：储朝晖[1] CHU Zhaohui(Institute of Educational Theory,China National Academy of Educational Sciences,Beijing 100088,China)

机构地区：[1]中国教育科学研究院教育理论研究所,北京100088

出　　处：《北京教育学院学报》2023年第2期1-9,共9页Journal of Beijing Institute of Education

摘　　要：每一个个体的成长都需要教育学理的支持。提出教育研究转向“为个体成长服务”的命题,就是为了以个体生命成长为原点,建设“自助餐”式的、集成性和程序性的、开放性的教育学,从而为个体的生命成长和探索提供学理参照。与长期以来教育学主要为学校和政府服务不同,个体将成为教育学使用需求最多的用户,他们是异质多元而非单一同质的,是主动需求者和挑选者而非被动接受者,他们的诉求有较强的即时性、不确定性,他们权力低微且短期内不平等,分布分散且短期内需求量小。但是,个体对教育学理需求的总量将不断增长并成为确定性的趋势。在将每个个体作为教育学研究的基本单位时,个体的独特性将要求发展出个性化的、过程不可复制的教育学,从而满足个体发展对教育学理的需求。Every individual′s growth requires the support of educational theory.The proposition of shifting educational research towards"serving the individual′s growth"is aimed at constructing a self-service,integrated,procedural and open pedagogy with the individual life growth as the starting point,so as to provide theoretical reference for the individual life growth and exploration.Different from the fact that pedagogy has mainly served schools and governments for a long time,individuals will become the most demanding users of pedagogy.They are heterogeneous and diverse rather than homogeneous,active demanders and selectors rather than passive receivers.Their demands have strong immediacy and uncertainty,and they have the characteristics of low power and short-term inequality,scattered distribution and small short-term demand.However,the total demand of individuals for educational theory will continue to grow and become a deterministic trend.When considering each individual as the basic unit of pedagogy research,the uniqueness of the individual will require the development of individualized and non-replicable pedagogy to meet the needs of the individuals′development for educational theory.

关 键 词：个体成长 教育学理 公共教育学 个性化教育学 

分 类 号：G422[文化科学—课程与教学论]