教育人学研究45年:历程、反思与前瞻  

Forty-Five Years of Educational Hominology Research:Course,Reflection and Prospect

作　　者：余小茅[1] 唐静[1] Yu Xiaomao;Tang Jing(Institute of Education of Guizhou Normal University.)

机构地区：[1]贵州师范大学教育学院,贵阳550025

出　　处：《中国教育科学（中英文）》2023年第6期110-121,共12页Education Sciences in China

摘　　要：改革开放以来,教育人学的研究基本上与当代中国人学的研究同步,走过了45年的发展历程。回顾教育人学的研究历程,具体包括三个阶段:一是从20世纪70年代末到20世纪90年代中后期,教育人学思潮的涌动期,这一时期教育人学的特征表现为教育研究中诸多关涉人的问题的呼吁与倡导;二是从20世纪90年代中后期到21世纪最初10年,完成教育人学的学科化制度建构期,这一时期教育人学的特征表现为从学科化制度层面完成了作为一门学科即教育人学的建构;三是从2010年至今,教育人学的持续深化发展期,这一时期教育人学的特征表现为作为一门学科的教育人学持续受到关注,教育人学的许多主张已经为人们所认同。反思教育人学发展历程中正反两方面的经验,将为教育人学的健康发展提供重要参考。在此基础上,前瞻教育人学发展的未来愿景,一是进一步夯实教育人学的学理根基,二是让教育人学的主张更好更多地播撒到一线教师,让中国教育更具有人性的温度与期许。Since the reform and opening up,educational hominology research has basically synchronized with contemporary Chinese hominology research and has gone through 45 years of development.Reviewing the research course of educational hominology,it specifically includes three stages.The first is the surging stage from the end of the 1970s to the mid and late 1990s which is characterized by the appeal and advocacy of many issues related to human beings i educational research.The second is the construction stage of disciplinary system of educational hominology from the mid and late 1990s to the first decade of the 21st century which is characterized by the completion of the construction of educational hominology as a discipline.The third is the deepening development stage from 2010 to the present which is characterized by the fact that educational hominology continues to attract attention as a discipline and many of the claims have been recognized.Reflecting on the development of educational hominology,we can find some urgent problems.For example,the humanistic attribute of pedagogy,which is the source of educational hominology,is still challenged,the accumulation of educational hominology as a discipline is insufficient,and educational hominology research in the field of educational research needs to be explored and expanded.Even so,we are still full of confidence in its future developmnent because educa tion is a noble cause to cultivate people,and education hominology will provide the most direct and abundant academic contribution to explain the humanity of education.Since then,there has been place for educational hominology among the disciplines of educational research.Educational hominology has its own disciplinary purport which is declaring the humanism of education itself and educational research and has its own practical power which is to let its propositions and ideas spread to the grassroots and front-line teachers,so that China's education will focus less on knowledge indoctrination and skill training,but more o

关 键 词：教育人学 人学思想 学科建设 学术史梳理 

分 类 号：G40-01[文化科学—教育学原理]