摘要
过程哲学把握"过程"的三种思想方式:"强调"、"表达"与"理解",可帮助我们理性地解读学校文化研究中存在的反复性论述、歧义性理解、多元化表达的现象,启迪我们珍视并挖掘其中所蕴涵的学校文化转变与提升的现实性与可能性。根据近30年研究者们对学校文化的不同强调程度,学校文化研究可分为三个发展阶段:整体弱关注阶段、常态化关注阶段、渐强化聚焦式关注阶段;根据学校文化建设的深入程度以及理论研究对实践的介入程度来分析,研究大致可分为三种表达状态:预设性表达、反思性表达和创生性表达。
Emphasis, expression and comprehension are the three modes of thought to understand and explore ＂process＂ in process philosophy. These modes could provide us a better explanation about the phenomena of repeated discussion, ambiguous comprehension, and diversified expression in the research of school culture, and they could inspire us to cherish and excavate the possibilities of transformation and improvement of school culture. According to the degree of emphasis on school culture, the research in recent 30 years could be divided into three stages： the stage of entire weak concern, the stage of normal concern, and the stage of gradually strengthened-focused concern. In the light of the depth of school culture construction and the intervention of theoretical research into the practice, the expression of research includes three modes： expression of presupposition, expression of reflection, and expression of innovation.
出处
《教育发展研究》
CSSCI
北大核心
2013年第10期16-23,共8页
Research in Educational Development
基金
杨启亮教授主持的全国教育科学规划2010年国家一般课题"义务教育课程与教学变革的适切性问题研究"(BHA100047)
徐文彬教授主持的全国教育科学规划2009年教育部重点课题"和谐学校文化建设与课程教学的关系研究"(DHA090189)的阶段性成果
关键词
学校文化研究
过程哲学
基础教育
research of school culture, process philosophy, basic education
