中国特色教育学话语体系论纲  

An Outline of the Discourse System for Pedagogy with Chinese Characteristics

作　　者：冯建军[1] FENG Jian-jun(Institute of Moral Education,Nanjing Normal University,Nanjing 210097,China)

机构地区：[1]南京师范大学道德教育研究所,江苏南京210097

出　　处：《高等教育研究》2024年第7期1-9,共9页Journal of Higher Education

基　　金：国家社会科学基金(教育学)重大项目(VAA220010)

摘　　要：从形式上看,中国特色教育学话语体系由三个层次构成:第一层次是基础话语,它是教育学区别于其他学科话语的独特性表现,也是教育学共同的学科话语;第二层次是核心话语,它是中国特色教育学话语独特性的表现,体现着中国特色教育学与西方教育学的本质不同;第三层次是具体话语,它是基础话语与核心话语在具体教育实践中形成的操作性话语。三种话语各有侧重,分别与科学教育学、哲学教育学和实践教育学相对应,具有不同的话语表达方式。从内容上看,中国特色教育学“五大范畴”都由这三种话语组成,它们共同构成中国特色教育学话语体系。In terms of form,the discourse system of pedagogy with Chinese characteristics consists of three levels.The first level is the basic discourse,which is the unique performance of the pedagogy district different from other disciplinary discourse,and is also the common disciplinary discourse of pedagogy.The second level is the core discourse,which is the unique expression of the discourse of pedagogy with Chinese characteristics,reflecting the essential difference between pedagogy with Chinese characteristics and western pedagogy.The third level is the specific discourse,which is the operational discourse formed by the basic discourse and the core discourse in the specific educational practice.The three discourses correspond to science pedagogy,philosophy pedagogy and practice pedagogy respectively,and have different discourse expressions.In terms of content,the“five categories”of pedagogy with Chinese characteristics are composed of the three discourses,which together constitute the discourse system of pedagogy with Chinese characteristics.

关 键 词：中国特色教育学 话语体系 

分 类 号：G40[文化科学—教育学原理]