中国教育学研究的问题转向——20世纪80年代以来教育学发展的新生长点  

Pedagogic Studies in China: New Growing Points of Pedagogic Development since 1980s

作　　者：劳凯声[1] 

机构地区：[1]北京师范大学教育学院

出　　处：《教育研究》2004年第4期17-21,共5页Educational Research

摘　　要：在教育学一百多年的发展中,教育学者们一直在为教育学的科学化和规范化而求索。在大多数情况下,教育活动是人们在比较、鉴别、协调、平衡的基础上进行价值选择的结果,因此,教育学不应追求那种现实中一般并不存在的假设的东西,而应揭示貌似自然的事实背后的利益关系以及由此而产生的一系列价值选择活动。这种价值选择有多种价值取向,为此,教育学注定会成为一个边界不断扩大的专门化的多学科研究领域。实际上,多学科的话语已经体现了教育学知识体系正在向开放的和多元的方向发展的趋势。在这一发展过程中,公共教育政策正成为研究者关注的重要对象,并由此产生了一系列新的学术领域和研究课题。In the past century-long disciplinary development, educationists have been making unremitting efforts to realize the scientification and regularization of pedagogy, though they have been puzzled by the uncertainty of the disciplinary connotation and research methods of pedagogy. In most circumstances, educational activity is nothing but the result of value selection on the basis of comparison, discrimination, coordination and balance, and there exists no such 'regularity' as in the natural world. Therefore, pedagogy should not pursue the assumed regularity but discover the interest rela-' tions behind facts and activities of value selection with political, economic, social, individual, scientific and humanistic orientations. In this sense, pedagogy is bound to become a specialized area of multidisciplinary research with an increasingly expanding boundary. As a matter of fact, the multidisciplinary discourse has symbolized the open and diversified orientations of the pedagogic knowledge system. In this process. the public education policies are becoming the focus concern of educational researchers, and there have emerged a series of new academic areas and research projects.

关 键 词：中国 教育学研究 元教育学 教育规律 教育价值 教育政策 

分 类 号：G40-092[文化科学—教育学原理]