摘要
教育学话语既有理论话语,又有常识话语,但长期以来常识话语被严重边缘化了。确立常识话语形态教育学的合法性和正当性地位,对教育学的发展、对完整认识教育学的全貌具有重要意义。和理论话语形态的教育学相比较,常识话语形态的教育学在话语特点、话语主体、关注对象、功能价值、问题域、方法论原则和话语表达方式等诸多方面都有其独具的特点。教育学需要多元话语,理论话语和常识话语走向对话和融通,是未来教育学发展的一个趋势。
Pedagogical discourses include two forms： theoretical discourse and commonsense discourse. For a long time, commonsense discourse was seriously neglected. It is significant to acknowledge the legal and rational status of commonsense discourse of pedagogy for its development. The form of commonsense discourse of pedagogy has its distinctive features compared with theoretical one, such as character, subject, object, function, problems, methodology and style of discourse etc. Pedagogy needs multiple discourses. Theoretical and commonsense discourses of pedagogy will take on a trend of dialogue and communication
出处
《山西师大学报（社会科学版）》
CSSCI
北大核心
2008年第5期128-132,共5页
Journal of Shanxi Normal University(Social Science Edition)
关键词
常识话语
理论话语
教育学
话语方式
commonsense discourse
theoretical discourse
pedagogy
style of discourse
