【摘要】：20世紀(jì)80年代,中國教育學(xué)的理論范式是自然實在論的,20世紀(jì)90年代以來中國教育學(xué)的理論范式是人文價值論的。這兩種理論范式都傾向于外在旁觀者的視角,試圖提供的是關(guān)于教育世界的永恒看法,而我們真正要解決的問題是如何處理和協(xié)調(diào)人與教育世界的關(guān)系,即我們怎樣行動。因此,中國的教育學(xué)必須克服旁觀者理論視角所形成的理論范式,形成中國教育學(xué)的理論范式,提供協(xié)調(diào)、處理“中國人”與“中國教育”的關(guān)系的理論主張。
[Abstract]:In the 1980s, the theoretical paradigm of Chinese pedagogy was natural realism, and the theoretical paradigm of Chinese pedagogy since 1990s was humanistic value theory. These two theoretical paradigms tend to the perspective of the external bystander, trying to provide the eternal view of the educational world, and what we really need to solve is how to deal with and coordinate the relationship between the educational world and the educational world, that is, how we act. Therefore, the pedagogy of China must overcome the theoretical paradigm formed by the perspective of bystander theory, form the theoretical paradigm of Chinese pedagogy, and provide a theoretical proposition to coordinate and deal with the relationship between "Chinese" and "Chinese education".
【作者單位】： 東北師范大學(xué)教育科學(xué)學(xué)院
【基金】：國家社會科學(xué)基金“十一五”規(guī)劃(教育學(xué)科)2006年度國家一般課題“中國六十年教育基本理論的發(fā)展與教育實踐結(jié)合的研究”(BAA060012)
【分類號】：G521

【參考文獻】

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