论教育工学的整体性思维  

On the Holistic Thinking of Educational Engineering

作　　者：刘庆昌[1] LIU Qing-chang(School of Education Science,Shanxi University,Taiyuan,Shanxi,030006,PRC)

机构地区：[1]山西大学教育科学学院,山西太原030006

出　　处：《当代教育与文化》2024年第4期1-7,F0002,共8页Contemporary Education and Culture

基　　金：教育部首批新文科研究与改革实践项目“指向教育工程师类人才培养的‘应用教育学’本科专业构建”(2021150006)的阶段性成果。

摘　　要：工程思维所追求的不是理论系统所要求的逻辑的严谨,而是属于行动或实践系统所要求的操作意义上的周密和协调。教育工学思维的整体性,决定了它不会也不能拘泥于教育的片段和局部,而必须能统摄教育行动的全方位和全过程。教育行动思维的整体性不完全是完美主义者的自我要求,根底上是由教育目的的整体性决定的;系统理论则为教育行动思维的整体性提供了有力支撑。在教育工学中,整体性思维或说思维的整体性主要体现在以下三个方面:对教育自身的系统理解;对系列思维框架的高度自觉;对教育知行关系的重新建构。The pursuit of engineering thinking is not the logical rigor required by theoretical systems,but the meticulousness and coordination required by operational or practical systems.The holistic nature of engineering thinking in education determines that it cannot and should not be confined to the fragmentary and partial aspects of education,but must be able to encompass the comprehensive aspects and entire process of educational action.The holistic nature of educational action thinking is not entirely a self-imposed requirement of perfectionists;it is fundamentally determined by the holistic nature of educational objectives;and system theory provides powerful support for the holistic nature of educational action thinking.In educational engineering,holistic thinking or the holistic nature of thinking mainly manifests in the following three aspects:a systematic understanding of education itself;a high degree of self-awareness of a series of thinking frameworks;and a re-construction of the relationship between education and practice.

关 键 词：教育工学 整体性思维 教育行动 教育理论 教育实践 

分 类 号：G40-057[文化科学—教育学原理]