本文選題：教育學　切入點：學科地位　出處：《高教探索》2014年01期 　論文類型：期刊論文

【摘要】：關于中國教育學學科地位的問題,學界爭論了近一個世紀。爭論焦點集中于教育學是否有自身獨立的研究對象以及研究方法、研究范式、穩(wěn)定的研究規(guī)范和學科體系。反思近一個世紀的討論,發(fā)現(xiàn)這其中隱含著很多的悖論。識破這些悖論及背后的東西,就會釋然,這個問題完全是可以消解的。教育學就是行走在自界的邊緣,它以自在自足的態(tài)度行走在屬于自己的空間里,絲毫沒有被侵略被占領,而恰恰相反是在蓬勃發(fā)展。教育研究所要做的是回歸教育研究的中心問題,即教育實踐�？梢哉f教育學是希望教育學,因為希望的界域是可能的界域。
[Abstract]:On the subject status of science Chinese education, the academic debate for nearly a century. The debate focused on whether education has its own independent research object and research methods, research paradigm, research norms and discipline system stability. The discussion for nearly a century, that which implies a lot of paradox through. These paradoxes and things behind, will be relieved, this problem can be completely digestion. Since the community education is walking in the edge of it to the attitude of walking itself self-sufficient in their own space, no invasion is occupied, on the contrary is booming. Institute of education to do is the center problem of regression of educational research and educational practice. It can be said that education is the hope of education, because the domain boundaries hope is possible.

【作者單位】： 華南師范大學教育科學學院;
【分類號】：G40

【參考文獻】

相關期刊論文 前10條

1 許錫良;制約“教育學”學科獨立性的因素分析——兼論教育復雜性對教育學研究范式的影響[J];湖南師范大學教育科學學報;2005年04期

2 金生，

本文編號：1567046