【摘要】："教育在場(chǎng)"是"教育學(xué)立場(chǎng)"確立的邏輯前提和演繹基礎(chǔ)。"教育在場(chǎng)"需要確立教育的公共性品質(zhì);以公共理性和善作為其價(jià)值基礎(chǔ);以"認(rèn)識(shí)自我"和"反思生活"作為教育知識(shí)的終極范疇;融通教育理論和教育實(shí)踐,綜合運(yùn)用各種研究范式,注重復(fù)雜性思維的研究功能。"教育在場(chǎng)"的功能在于培育合格公民,促進(jìn)社會(huì)進(jìn)步和國(guó)家繁榮,增進(jìn)人類文明�；诖�,最終形成教育學(xué)的三重立場(chǎng):生命立場(chǎng)、生活立場(chǎng)和生成立場(chǎng)。
[Abstract]:"Educational presence" is the logical premise and deductive basis of pedagogy standpoint. " "Educational presence" needs to establish the public quality of education, take public reason and good as its value basis, "know oneself" and "reflect on life" as the ultimate category of educational knowledge. Integrate educational theory and educational practice, comprehensively apply various research paradigms, and pay attention to the research function of complex thinking. " The function of education is to cultivate qualified citizens, promote social progress and national prosperity, and promote human civilization. Based on this, a triple stand of pedagogy was formed: life position, life position and generative position.
【作者單位】： 河南大學(xué)教育科學(xué)學(xué)院;
【基金】：國(guó)家社會(huì)科學(xué)基金“十二五”規(guī)劃2015年度教育學(xué)青年課題“政治哲學(xué)視閾下的教育政策價(jià)值基礎(chǔ)研究”[CAA150123] 2014年度河南省教師教育課程改革研究項(xiàng)目資助“發(fā)達(dá)國(guó)家教師教育制度研究”[2014-JSJYZD-002]
【分類號(hào)】：G40
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本文編號(hào)：2334452