学科规训视域下学科交叉发展的现状、桎梏与进路——以教育学科为例  

The Present Situation,Shackles and Way Forward of Interdisciplinary Development in the Perspective of Disciplinary Discipline Training--Taking the Subject of Education as an Example

作　　者：杜今 DU Jin(Huazhong University of Science and Technology,Wuhan,Hubei 430074,China)

机构地区：[1]华中科技大学,湖北武汉430074

出　　处：《现代教育科学》2024年第2期129-134,142,共7页Modern Education Science

基　　金：教育部哲学社会科学研究重大课题攻关项目“加快教育现代化建设教育强国实施路径研究”(项目编号:18JZD049)。

摘　　要：学科规训对教育学科交叉发展的桎梏主要体现在3个方面:一是以理论为中心,二是以学科为中心,三是以圈层文化为中心。教育学科交叉的实现要从学科规训的藩篱出发探讨突围之路,从“理论中心”走向“育人实践导向”、从“学科中心”走向“实际问题导向”、从“可算度至上”走向“学术自觉导向”,从“为教而教”走向“为独创性而教”,并立足于学科交叉教育和学科交叉研究两方面来推动突破。The shackles of disciplinary discipline on the intersection of educational disciplines are mainly reflected in three aspects:one is theory-centered,the other is discipline-centered,and the third is with the circle culture as the catre.In order to realize the cross-discipline of education,we should explore the way of breakthrough from the fence of disciplinary discipline,from“theory-centered”to“nurturing practice-oriented”,from“discipline-centered”to“practical problem-oriented”,and from“discipline-centered”to“practical problem-oriented”.From“theory-centered”to“educational practice-oriented”,from“discipline-centered”to“practical problem-oriented”,and from“commensurability supremacy”to“academic self-awareness-oriented”,we should from“teaching for teaching”to“teaching for originality”promote breakthroughs based on both cross-disciplinary education and cross-disciplinary research.

关 键 词：学科规训 教育学科交叉 育人实践导向 实际问题导向 学术自觉导向 

分 类 号：G420[文化科学—课程与教学论]