本文選題：合作教育研究 + 理論者��； 參考：《華東師范大學(xué)》2009年博士論文

【摘要】： 自20世紀(jì)80、90年代以來(lái),世界各國(guó)都掀起了大規(guī)模的教育改革行動(dòng),而且在改革方式上出現(xiàn)了新的動(dòng)向:即由先前專(zhuān)家、政府主導(dǎo)的模式轉(zhuǎn)向注重激發(fā)學(xué)校及其實(shí)踐者的主動(dòng)參與。這種轉(zhuǎn)向直接引發(fā)了合作教育研究的巨大發(fā)展。對(duì)此,人們給予了越來(lái)越多的關(guān)注,且從不同視角對(duì)其進(jìn)行了探討。綜觀這些研究,尚缺乏主體的維度,即對(duì)直接決定合作教育研究成效的兩類(lèi)主體——理論者與實(shí)踐者——間的關(guān)系缺乏深入系統(tǒng)的研究。這構(gòu)成了本文闡述的中心問(wèn)題。在此問(wèn)題下,我們將關(guān)注:(1)合作教育研究在國(guó)內(nèi)外的發(fā)展歷程;(2)常見(jiàn)合作教育研究中兩類(lèi)主體間關(guān)系的基本狀態(tài)、局限性;(3)交互生成式合作教育研究的理論形態(tài);(4)交互生成式合作教育研究中兩類(lèi)主體間關(guān)系等一系列相關(guān)問(wèn)題。 就合作教育研究的發(fā)展歷程而言,它萌芽于19世紀(jì)上半葉的德國(guó),在19世紀(jì)下半葉至20世紀(jì)上半葉在以美國(guó)為代表的西方國(guó)家得到發(fā)展,到20世紀(jì)下半葉得到進(jìn)一步拓展(表現(xiàn)在以中國(guó)為代表的新興國(guó)家迅速擴(kuò)展,同時(shí)在西方國(guó)家溝通式合作教育研究得到迅猛發(fā)展),在世紀(jì)之交時(shí)在中國(guó)發(fā)生轉(zhuǎn)型(交互生成式合作教育研究日益成形)。 從回顧歷程,我們可以知道在不同時(shí)期、不同國(guó)家有不同的合作教育研究類(lèi)型。因此,其兩類(lèi)主體間的關(guān)系具有非常不同的形態(tài)。為此,我們?cè)跇?gòu)建比較不同合作教育研究中兩類(lèi)主體間關(guān)系的分析框架的基礎(chǔ)上,對(duì)幾種常見(jiàn)的合作教育研究中兩類(lèi)主體間的關(guān)系進(jìn)行了闡述,并指出了它們共有的局限性。這些探討預(yù)示了當(dāng)代中國(guó)合作教育研究的可能發(fā)展空間。事實(shí)也確乎如此,近年來(lái)我國(guó)新興的交互生成式合作教育研究在許多方面展現(xiàn)了中國(guó)的經(jīng)驗(yàn)、創(chuàng)造和獨(dú)特。 為此,我們對(duì)交互生成式合作教育研究從發(fā)展的背景、條件、意義及“交互生成性”等四個(gè)方面進(jìn)行了理論上的探討。在此基礎(chǔ)上,對(duì)其中兩類(lèi)主體間的關(guān)系進(jìn)行了較為系統(tǒng)的梳理,內(nèi)容涉及關(guān)系的表征、關(guān)系的實(shí)質(zhì)、關(guān)系發(fā)展的影響因素及關(guān)系發(fā)展的基本過(guò)程。
[Abstract]:Since the 1980s and 1990s, various countries in the world have launched large-scale educational reform initiatives, and a new trend has emerged in the way of reform: by former experts, The government-led model shifts to focus on stimulating the active participation of schools and their practitioners. This kind of turn has caused the huge development of cooperative education research directly. People pay more and more attention to it and discuss it from different perspectives. Looking at these studies, we still lack the dimension of subject, that is, there is a lack of deep and systematic research on the relationship between the two kinds of subjects-theorists and practitioners, which directly determines the effectiveness of cooperative education research. This constitutes the central problem described in this paper. Under this problem, we will focus on the basic state of the relationship between the two kinds of subjects in the common cooperative education research. A series of related problems such as the relationship between the two kinds of subjects in the research of interactive generative cooperative education. In terms of the development of cooperative education research, it sprouted in Germany in the first half of the 19th century and developed in the western countries represented by the United States from the second half of the 19th century to the first half of the 20th century. Further expansion by the second half of the 20th century (as demonstrated by the rapid expansion of emerging countries, represented by China, At the same time, the research on communication and cooperative education in western countries has been developed rapidly, and has been transformed in China at the turn of the century. From retrospect, we can know that different countries have different types of cooperative education research in different periods. Therefore, the relationship between the two types of subjects has a very different form. Therefore, on the basis of constructing and comparing the analysis framework of the relationship between the two kinds of subjects in different cooperative education research, we expound the relations between the two kinds of subjects in the common cooperative education research, and point out their common limitations. These discussions foreshadow the possible development space of contemporary cooperative education research in China. In recent years, the new interactive cooperative education research in China has demonstrated the experience, creation and uniqueness of China in many aspects. Therefore, we study the interactive generative cooperative education from four aspects: the background, the condition, the significance and the "interactive generativity". On this basis, the relationship between the two kinds of subjects is systematically combed, which involves the representation of the relationship, the essence of the relationship, the influencing factors of the development of the relationship and the basic process of the development of the relationship.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：G40

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前1條

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本文編號(hào)：1812868