摘要
教育学本土化虽然已经达成明确的价值共识,但在认识上依然存在争议。造成争议的根本症结在于对教育学"一"和"多"、"中"与"西"关系认识上的套解。辩证看待教育学"一"和"多"间的关系,超越教育学的中西之分,是实现教育学本土化的逻辑前提之所在,也是教育学本土化破题的关键。下移研究重心,保持视域开放,重视实验研究和保持必要的反思意识是推动教育学本土化的现实路径选择。
Researchers in China all agree that it is very important to localize education theories borrowed from abroad; however, they can never research consensus about how to do so. The problem lies in a misunderstanding about the relationship between unity and variety, as well as between China and the West, in educational studies. To successfully localize imported theories, it is necessary for us to go beyond the "unity vs. variety" or "China vs. the West" dichotomies and adopt a dialectic perspective. We should be reflective and open-minded, encouraging research oriented to the grass-roots and paying more attention to especially empirical research in education studies.
出处
《现代大学教育》
CSSCI
北大核心
2017年第6期12-18,共7页
Modern University Education
基金
长江师范学院科研资助项目"中国教育学本土化的衍变与反思"
项目编号:2017KYQD43
关键词
教育学本土化
前提
实践
方法论
localization of imported educational theories
prerequisite
practice
methodology
