论“教育主体性”是教育学的研究对象——教育学学位论文“导论”撰写的视角  

On“educational subjectivity”as the research object of education:education dissertation“introduction”writing perspective

作　　者：王之洁 胡扬洋 WANG Zhijie;HU Yangyang(Department of Politics and Administration,Tianjin Normal University,Tianjin 300387,China;Department of Education,Tianjin Normal University,Tianjin 300387,China)

机构地区：[1]天津师范大学图书馆 [2]天津师范大学教育学部,天津300387

出　　处：《教学研究》2025年第2期18-24,共7页Research in Teaching

基　　金：2021年天津师范大学教学改革项目课题(JG01221039);河南省教师教育课程改革项目(2025-JSJYYB-009)。

摘　　要：我国教育理论界一直以来存在“教育学研究对象是什么”的讨论,主要学说有教育现象、教育问题、教育规律三种。在主体性的视角下,教育主体性应作为教育学的研究对象。这一论断意味着教育主体性具有丰富的次级分类和分类层次,一种“五特征”的学说可作为教育主体性的基本次级分类。基于此,教育现象作为主体性的衍生和反映形式,不宜作为教育学的研究对象;教育问题作为教育学研究对象的风险则在于无法实现更多的交流对话;把教育规律作为教育学研究对象的风险则在于容易使研究片面执着于某些确定性结论的得出,无助于研究本身的教育学品性。教育学学位论文导论部分的撰写方式也在相关讨论中得到了明晰。There has been a discussion of“what is the research object of pedagogy”in the educational theory circle of China.The main theories include educational phenomenon,educational problem and educational law.From the perspective of subjectivity,educational subjectivity should be considered as the research object of pedagogy.This judgment means that educational subjectivity has rich secondary classification and classification levels.A theory of“five characteristics”can be used as a basic sub-classification of educational subjectivity.Based on this,educational phenomenon,as a derivative and reflection form of subjectivity,should not be regarded as the research object of pedagogy.The risk of educational problem as a research subject of pedagogy is that more communication and dialogue cannot be realized.The risk of taking the law of education as the research object of pedagogy research is that it is easy to make the research unilaterally cling to some deterministic conclusions,which is not conducive to the educational character of the research itself.The way of writing the introduction to the pedagogy dissertation is also clarified in the relevant discussions.

关 键 词：教育学 研究对象 教育学知识生产 教育主体性 教育现象 教育问题 教育规律 

分 类 号：G633[文化科学—教育学]