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摘要:作为舶来品的教育学,中国化一直是其追求的目标。新中国成立70年,教育学的建设经历了从中国化到中国教育学主体建构的过程,在这个过程中,不同阶段的中国化有不同的背景和内涵。通过对不同阶段教育学中国化成果—四种教育学教材的分析,总结中国教育学建构过程中必须处理好的四对关系,即教育学与教育政策、教育实践的关系,教育学的中国特色与共同性的关系,中西方教育理论的关系,历史与现实、史与论的关系,使中国的教育学能够立足中国、借鉴国外,挖掘历史、把握当代,走向世界。As pedagogy is an exotic discipline,sinicization has always been its goal.Over the past 70 years since the founding of the People’s Republic of China,the construction of pedagogy has gone through a process from sinicization to the construction of Chinese pedagogy subject.In this process,different stages of sinicization are under different backgrounds and have connotations.Based on the analysis of four kinds of pedagogical textbooks,which are the results of the sinicization of pedagogy in different stages,this paper summarizes the four kinds of relationships that must be handled well in the process of constructing Chinese pedagogy.They are the relationship between pedagogy and educational policies and educational practices,the relationship between Chinese characteristics and commonality of pedagogy,the relationship between Chinese and western educational theories,the relationship between history and reality,and history and theory.By properly handling these relationships,Chinese pedagogy can establish itself in China,learn from foreign countries,dig deep into the history,grasp the opportunities in contemporary era,and go global.

作者:冯建军Feng Jianjun(School of Education Science,Nanjing Normal University,Nanjing Jiangsu 210097,China)

机构地区:南京师范大学道德教育研究所

出处:《课程.教材.教法》CSSCI北大核心2019年第12期4-11,108,共9页Curriculum,Teaching Material and Method

基金国家社会科学基金(教育学)重点课题“中华人民共和国教育学史”(AOA180016)。

关键词:教育学中国化中国特色主体建构pedagogysinicizationChinese characteristicssubject construction

分类号:G40[文化科学—教育学原理]

作者:简介冯建军,1969年生,河南南阳人,教育学博士,南京师范大学道德教育研究所教授、博士生导师,教育部长江学者特聘教授,主要从事教育基本理论、教育哲学、公民与道德教育研究。

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