教育中国化与中国教育学:教育学人的早期觉醒与思维路向  

Educational Sinicization and Chinese Pedagogy:The Early Awakening and Thought Directions of Chinese Pedagogues

作　　者：王颖[1] 王毓珣 Wang Ying;Wang Yuxun

机构地区：[1]天津市教育科学研究院,天津300191 [2]不详

出　　处：《教育学术月刊》2025年第2期11-17,共7页Education Research Monthly

基　　金：国家社会科学基金2021年度教育学一般课题“基于新发展理念的中国教育学话语体系建设研究”(编号:BAA210027)。

摘　　要：溯诸“中国报刊索引”,教育学人对于教育中国化与中国教育学两大主题的早期觉醒在20世纪初就已经起步。其思维路向在形式上表现为:从翻译到编译再到自编、自著,从引进到批判再到建设,从模仿到实验再到创造;在实质上表现为:教育中国化属于实践论范畴,中国教育学属于认识论范畴;没有在实践论范畴下的教育中国化创新,根本无法完成在认识论范畴下的中国教育学理论建构,同样没有中国教育学的指引,教育中国化极易迷失方向。梳理这些早期研究成果,溯源教育学人的早期觉醒,归纳其思维路向,对于建设教育强国具有重要启示。Tracing the“China Periodicals Index”, the early awakening of Chinese pedagogues regarding the two major themes of educational Sinicization and Chinese pedagogy began in the early 20th century.Their thought directions manifests in form as: from translation to compilation, then to self-compilation and original writing;from introduction to criticism, then to construction;from imitation to experimentation, and finally to creation. Substantively, it takes shape as follows: educational Sinicization belongs to the realm of practice, while Chinese pedagogy belongs to the realm of epistemology. Without innovation in the practical realm of educational Sinicization, the theoretical construction of Chinese pedagogy in the realm of epistemology cannot be realized. Similarly, without the guidance of Chinese pedagogy, the Sinicization of education is at risk of losing direction. Reviewing these early research achievements, tracing the early awakening of educational scholars, and summarizing their thought directions provide significant insights for building a strong educational nation.

关 键 词：教育中国化 中国教育学 教育学人 早期觉醒 思维路向 

分 类 号：G40-09[文化科学—教育学原理]