教育学研究的发展与归止  

A Brief History and Objective of Pedagogy

作　　者：储朝晖[1] CHU Zhao-hui(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：《深圳职业技术学院学报》2023年第6期3-7,共5页Journal of Shenzhen Polytechnic

摘　　要：教育学在中西方都经历了数千年的孕育,积累丰厚,但其内在的复杂性使得它尚未完型。作为分科研究的一门,中国教育学引进于1901年,在新文化运动中快速发育。中经1950年代学习苏联、1980年代思想解放背景下同时引进美、苏两国教育学,到信息化时代的教育学界在拓宽视野的同时受到功利潮流冲击,中国教育学学科经历了一个曲折发展的历程,实质性的发展较为缓慢。1980年代的思想解放校正了一些错误的观念,拓宽了教育学的研究思路,使教育学及其分支学科内容更加丰富,表述更为准确规范,但与中国教育学人孜孜以求地写出一本中国教育学的目标尚有差距。其主要表现是:教育学研究偏离主题的现象比较普遍,学科发展进程中的断裂痕迹清晰,原创不足,学风浮躁,思想禁锢未能彻底解除,适合的评价标准未能建立,教育学的学科自觉与自主性不高,促进教育学基础性学科发展的条件还未能具备,其中包括思想理论的传承,市场机制和个体筛选培养机制未能建立等。教育学的归止在于促进人本成长。After thousands of years of development in both China and the West,Pedagogy has achieved fruitful results.Yet,its inherent complexity needs to be further studied.As an independent discipline,pedagogy was introduced into China in 1901 and developed rapidly during the New Culture Movement.In the 1950s,Chinese pedagogy studied from that of the Soviet Union;and in the 1980s,under the background of ideological liberation,American pedagogy and Soviet pedagogy were introduced simultaneously.In the information age,educational circles were impacted by the utilitarian trend while broadening their horizons.Chinese pedagogy has experienced a tortuous development course while substantive development is relatively slow.The ideological liberation in the 1980s corrected some misconceptions,expanded research scope,enriched the content of pedagogy and its sub-disciplines,and made expression of the discipline more accurate and standardized.However,these achievements still fall short of the expectations of Chinese pedagogical community,which is to establish China's independent pedagogy.Its main manifestations are:deviation from research subject,clear traces of rupture in development,lack of originality,impetuous research style,incomplete freedom from ideological restraints,absence of appropriate evaluation standards,low discipline consciousness and autonomy.The basic conditions for discipline development are still not in place,such as lack of inheritance of ideologies and theories,market mechanism,and talent selection and training mechanism,etc.The ultimate objective of pedagogy is to promote the humanistic growth of people.

关 键 词：教育学 教育学史 教育学发展 中国教育学 人本成长 

分 类 号：G40[文化科学—教育学原理]