【摘要】："美諾悖論"是古希臘學(xué)者提出的對(duì)問(wèn)題研究的一種質(zhì)疑,"問(wèn)題解決"是美國(guó)教育家杜威提出的對(duì)問(wèn)題研究的一種方案,也是對(duì)"美諾悖論"的一種回應(yīng)。從古希臘的"美諾悖論"開(kāi)始,西方學(xué)者對(duì)"問(wèn)題研究"進(jìn)行了長(zhǎng)期的探索。從對(duì)"一般性"的追求,到對(duì)"具體性"的確認(rèn),再到現(xiàn)代社會(huì)中對(duì)二者的融合,使人們對(duì)"研究"和"教育研究"的爭(zhēng)論更為深入。杜威關(guān)于"假設(shè)"概念的提出,波普爾關(guān)于"糾錯(cuò)"概念的提出,都深化了對(duì)問(wèn)題研究的認(rèn)識(shí),也有助于對(duì)教育研究和教育史研究的思考。
[Abstract]:The Meno Paradox is a kind of query to the problem study put forward by ancient Greek scholars. "problem solving" is a kind of solution to the problem study put forward by Dewey, an American educator, and a kind of response to the "Meno Paradox". Beginning with the Menno Paradox in ancient Greece, western scholars have made a long-term exploration on the problem study. From the pursuit of "generality" to the confirmation of "concreteness", to the fusion of the two in modern society, the debate on "research" and "educational research" has been deepened. Dewey's putting forward the concept of "hypothesis" and Popper's concept of "error correction" have deepened the understanding of the research of problems, and also contributed to the thinking of educational research and the study of the history of education.
【作者單位】： 北京師范大學(xué)教育學(xué)部;
【基金】：教育部人文社會(huì)科學(xué)研究規(guī)劃項(xiàng)目“從傳統(tǒng)教育到現(xiàn)代教育:杜威的批評(píng)與建構(gòu)”(15YJA880022)的階段性研究成果
【分類(lèi)號(hào)】：G40-03

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