摘要
问题的提出需要有一种知识论基础作为内在结构支撑。不同研究范式规定了不同的致思理路,形成了对同一教育现象的多元研究视角。教育现象学提问方式从教育事实出发,为研究者提供了一种灵活地"看"教育和"问"教育的方式。教育现象学的问题意识引导研究者对教育现象的意义追问,教育现象学问题域则规定了研究范围和研究范式。教育现象学透过对问题的表述、分析与理解,实现教育意义的重构。以实践取向为基础的教育现象学,通过对教育现象"是其所是"的追问,形成一条深入"教育实事本身"的致思路径。
Question-posing should have an epistemological base as its internal structural support.Different research paradigms provide different thinking methods,leading to diversified research perspectives of the same educational phenomenon.Starting from educational facts,the questioning method of phenomenological education provides researchers with a flexible approach to ＂see＂ and ＂ask about＂ education.Problem awareness of phenomenological education gives researchers a guide in pursuing the meaning of educational phenomenon,and the problem domain of phenomenology stipulates the scope and paradigm of research.Phenomenological education reconstructs educational meaning through the representation,analysis and understanding of questions.The practice-oriented phenomenological education finds out an in-depth thinking path of ＂educational fact itself＂ through detailed inquiry of educational phenomena ＂as what they are＂.
出处
《教育学报》
CSSCI
北大核心
2010年第2期25-29,共5页
Journal of Educational Studies
基金
全国教育科学"十一五"规划2008年度国家重点课题"当代社会发展中的中国农村教育发展问题研究"研究成果之一
主持人:袁桂林教授
立项号:AFA080006
关键词
教育现象学
提问方式
致思路径
phenomenological education
questioning method
thinking path
