摘要
美国教育学因应培训教师的需要而获得发展的生命力。在美国教育递嬗的过程中,师范学校关注教育学的独尊地位逐步丧失,大学日益成为教育学发展的主要场所。在以学科的形式进入大学之后,美国教育学的科学研究作为大学教学的一部分逐渐得到认可。在美国大学制度框架下,美国教育学的学科建制逐渐趋于完善,教育学的专业性不断增强,教育学的内容不断拓展,教育学的研究方法得以更新,教育学的理论探讨也在不断深入。事实上,美国教育学的学科地位并不稳固,其科学性不断受到质疑。这种对教育科学的价值与效用的怀疑始终影响着美国教育学的发展,造成其命运时沉时浮。即便如此,美国教育学随教师教育的变化而不断发生变化,人们对其的认识也逐渐走向深入。美国教育学发展考析可为我们分析、甄别、反思、评判美国教育学理论提供历史基础,并为我国教育学发展提供有益启示。
The pedagogy of the United States obtained the vitality of development from the need of teacher training. In the process of American education evolution, the normal colleges lost the sole status of the concerns about pedagogy and the universities became the main places of the development of pedagogy gradually. After entering the universities in the form of discipline, the scientific research of the pedagogy of the United States was gradually recognized as a part of university teaching. Under the framework of u- niversity system in the United States, the disciplinary system of American pedagogy become perfect gradually. Its professionalism was enhancerned, its content was expanded, its methods was updated and the theoretical discussion was also deepened. In fact, the discipline status of pedagogy in the United States was not stable and was continuously questioned. The skepticism has affected the development of pedagogy of the United States. Even so, pedagogy of the United States is changing with the changes of teacher education. The examination of the development of American pedagogy can provide historical foundations to the analysis, screening, reflection and evaluation of American pedagogy theories and provide useful implication to the development of Chinese pedagogy.
出处
《大学教育科学》
CSSCI
2010年第6期81-88,共8页
University Education Science
基金
2010~2011年度"联校教育社科医学研究论文奖计划"课题"美国教育学演进史"(JY10030)
关键词
美国教育学
教育科学
教育学科
教育学史
American pedagogy
science of education
educational discipline
history of pedagogy
