本文選題：結(jié)構(gòu)功能論 + 沖突論��； 參考：《中國(guó)成人教育》2006年02期

【摘要】：二戰(zhàn)后教育社會(huì)學(xué)發(fā)展出結(jié)構(gòu)功能論、沖突論和符號(hào)互動(dòng)論三種主要的理論流派,他們依據(jù)不同的理論假設(shè)和方法論對(duì)教育問(wèn)題進(jìn)行了多元的研究。本文主要從社會(huì)學(xué)的視角,就此三種理論的基本主張及其在此視野下的成人教育進(jìn)行簡(jiǎn)單的述評(píng);并認(rèn)為,在探討中國(guó)當(dāng)前成人教育問(wèn)題時(shí),不僅要提倡研究的多元取向,而且還應(yīng)兼容三者所長(zhǎng),從而得出更符合中國(guó)當(dāng)前實(shí)際的結(jié)論和對(duì)策性意見(jiàn)。
[Abstract]:After World War II, the sociology of education to develop the structure function theory, conflict theory and symbolic interaction theory of three main theories, they are based on theoretical assumptions and different methods on the problem of education through multiple research. This paper mainly from the perspective of sociology, a simple review on the theory of three kinds of basic ideas and this from the perspective of adult education; and that, in the current study of adult education Chinese, multi orientation not only to promote research, but also should be compatible with the three strengths, so as to obtain a more consistent with the actual China conclusion and countermeasure suggestions.

【作者單位】：
【分類(lèi)號(hào)】：G720

【相似文獻(xiàn)】

相關(guān)期刊論文 前2條

1 何朝銀;;發(fā)展中的不和諧與構(gòu)建和諧社會(huì)的社會(huì)學(xué)視角[J];寧夏社會(huì)科學(xué);2006年02期

2 李峰;;教育社會(huì)學(xué)主要理論流派及其視野下的成人教育[J];中國(guó)成人教育;2006年02期

，

本文編號(hào)：1733821