摘要
教育理论与实践的关系问题,归根到底是教育研究主体和教育实践主体之间的交往与相互转换的问题。两类主体间交往和转换的质与量,决定了教育理论与实践相互转化的深度和广度。教育理论人与实践人在交往过程中分别带有各自的交往假设,这些假设成为审视教育理论与实践关系的基本路径。适应变革时代要求的合理的交往假设是:理论人与实践人彼此有内在的相互需要,双方互为前提,各自的生命发展只有在双向建构、双向滋养和双向转化中才能实现。对这种转化的内容、过程、困难和障碍等的研究,是推动教育理论与实践发展的重要力量。
The relationship between educational theory and practice is, in essence, the question of interaction and transformation between the two kinds of agents. The qualitative and quantitative degrees of interaction and transformation between the two kinds of agents decide the depth and extent of mutual transformation between educational theory and practice. Educational theory agents and practice agents bring their respective interactive hypotheses into their interactions, and these hypotheses become the basic ways to see the relationship between theory and practice. The reasonable interactive hypothesis, which meets the needs of reform, should be： theory agents and practice agents have internal and mutual needs, which are premises for each other, and their respective developments can only be achieved through mutual construction, nurture and transformation. The research on the content, process, difficulty and obstacle of this kind of transformation has become an important power towards the development of educational theory and practice.
出处
《高等教育研究》
CSSCI
北大核心
2007年第4期45-50,共6页
Journal of Higher Education
基金
高等学校全国优秀博士学位论文专项项目(200508)
关键词
教育研究
教育研究主体
教育实践主体
交往
转化
educational research
subject of educational research
subject of educational practice
communication
transformation
