教育学的学科反思与重建  

Disciplinary Retrospect and Reconstruction of Pedagogy

作　　者：项贤明[1] 

机构地区：[1]北京师范大学比较教育研究所

出　　处：《教育研究》2003年第10期14-18,共5页Educational Research

基　　金：全国优秀博士学位论文作者专项资金资助

摘　　要：在教育学的发展过程中 ,存在着一个“整体——部分——整体”的否定之否定的辩证历程。教育学在发展的每一个环节都会面临一些特殊的矛盾甚至危机 ,但这也是其前进的动力。教育学目前面临危机的根本原因在于其对现实教育问题的解释能力的弱化。要摆脱危机 ,教育学必须从整个教育学科体系的整体出发 ,思考并实践自身的重建 ,走向总领整个教育学科群的在总体上全面研究人的成长发展及其一般规律的“成人”之学。The development of pedagogy is actually a dialectical process of “negation of negation” consisting of “integration diversification integration”. Although pedagogy is always confronted with some special contradictions and even certain crisis in each link, such contradictions and crises also serve as motive power for progress. The fundamental reason for the current crisis of pedagogy lies in the weakening of its capacity for explaining practical problems concerning education. To get rid of the crisis, pedagogy must proceed to consider and fulfill the reconstruction of itself so as to become a “grown up” science for leading all disciplines of education science and studying the objective laws of human development.

关 键 词：教育学 学科反思 教育科学 元教育学 学科建设 

分 类 号：G40[文化科学—教育学原理]