论克拉夫基对德国教师教育变革的影响  

On Klafki’s Influence on German Teacher Education Reform

作　　者：陈锋[1] Feng Chen(Department of Education, East China Normal University, Shanghai)

机构地区：[1]华东师范大学教育学系,上海

出　　处：《职业教育（汉斯）》2012年第1期7-11,共5页Vocational Education

基　　金：2011年度教育部人文社科研究青年基金项目《国际主流教育科学之哲学反思——兼论中国特色教育学独立自主性》(项目批准号:11YJC880005)的成果之一。

摘　　要：长期在德国教育界占据主导地位的精神科学教育学在50年代以后面临危机。源起于法兰克福学派的社会批判和意识形态批判理论,实证主义的经验科学取向,与传统的人文精神科学解释学路径发生了冲突与融合。外部的教师教育体制变革则传达了这一过程。同时克拉夫基也呼吁德国教育体制的进一步民主化、综合化、多样化变革。内部方面,传统的教化观在此转化为范畴与范例教学,深刻影响了课堂教学实务。Geisteswissenschaften Pädagogik dominating German education circles for a long term witnessed crises after the 1950s. The critical theory of society and ideology from Frankfurt School, the orientation of positivistic experience sciences and the traditional hermeneutics way of human Geisteswissenschaften had undergone a progress of confliction and fusion which the external regime reform of teacher education relaid. Klafki also appealled for further reforms of German education regime on democratization, synthesization and diversification. Herein the traditional overlook of bildung was transformed into category and example teaching deeply influencing classroom reality.

关 键 词：精神科学教育学 教师教育 范畴与范例 教化 

分 类 号：G6[文化科学—教育学]