教育学的再认识——回望教育学苦旅的一程又一程  

Re-Understanding of Pelagogy:Reriew of the Development of Pedagogy

作　　者：陈桂生[1,2] Chen Guisheng(Department of Education of East China Normal University)

机构地区：[1]华东师范大学教育学系 [2]中国教育学会教育学分会

出　　处：《中国教育科学（中英文）》2023年第3期3-11,共9页Education Sciences in China

摘　　要：教育学的难点在于其中内在的矛盾,中国教育研究中又存在非同一般的特殊矛盾。其一,教育学双重功能的冲突,实际上是因为科学理论与实践教育理论的区别而产生的逻辑鸿沟。其二,教育学研究对象中的内在矛盾,即“教育”与“教养—教学”之间的逻辑鸿沟。其三,对具体的“教育”进行客观的研究较为困难。其四,教育科学理论与教育实践理论性质不同,解决的是不同的“教育问题”。其五,在各种教育价值学说中,往往各从某种价值取向出发,重新定义教育,以致如今每一个基本概念都有多种“定义”或“拟定义”。其六,科学的教育研究是从大量教育事实中抽象出逻辑范畴,进而形成概念系统,再以逻辑范畴为比较项重新解释不同时代、不同社会—文化中的教育现象。其七,中国教育学何时越出“西学东渐”时代依旧是“教育学的迷茫”。The difficulty of pedagogy lies in internal contradictions,and there are ext raordinary and unique contradictions in Chinese educational research.First,conflict lies in the dual functions of pedagogy which is the logical gap from the difference between scientific theory and practical educational theory.Second,internal contradiction lies in pedagogical research object which is the logical gap between education and teaching.Third,it is difficult to conduct objective research on specific“educat ion”.F ourth,educational scientific theory is different from educational practical theory and it addresses different“education”issues.Fifth,various educational value theories often redefine education from certain value orientation,so that each basic concept has multiple“definitions”or“proposed definitions”.Sixth,scientific educational research abstracts logical categories from a large number of educational facts to form conceptual system,and then uses the logical categories as comparative items to reinterpret educational phenomena in different times,society,and cultures.Seventh,it is still a problem for Chinese pedagogy to become independent from west pedogagy.

关 键 词：普通教育学 学科 概念系统 中国教育学 

分 类 号：G40[文化科学—教育学原理]