摘要
中华人民共和国教育学分支学科历经短暂的教育改造之后开始全面学习苏联,后在全面反思苏联教育经验的基础上开始中国化探索。尤其是改革开放以来,教育学分支学科历经恢复、重建,立足本土与创新发展,逐步形成了中国特色的教育学分支学科群。总体而言,教育学分支学科70年的发展体现了引进学习与自主创生交替进行,学科逻辑与外在逻辑辩证统一,教育实践是推动教育学科发展的动力等特征。但教育学分支学科发展存在不平衡性、原创性不足、偏重定性研究等问题。今后,教育学分支学科的发展要处理好学科发展的不平衡性问题;正确处理好原创性与意识形态的关系、定量研究与定性研究的关系;大力开展教育学科元研究,增强学科反思意识;加强分类研究,科学构建教育学科体系。
After a short period of educational reform, pedagogy branch disciplines in the People′s Republic of China(PRC) began to comprehensively study the Soviet Union. And after the comprehensive reflection of the Soviet Union′s educational experience, pedagogy branch disciplines began to explore Chinese characteristics. Since the reform and opening up, pedagogy branch disciplines have gradually formed a branch group of pedagogy with Chinese characteristics after the restoration and reconstruction, based on the local and innovative development. In the past 70 years, the development of pedagogy branch disciplines has reflected characteristics, including the alternations between the introduction of learning and independent creation, the dialectical unity of discipline logic and external logic, and the fact that educational practice drives the development of educational disciplines. However, there are still some problems in the development of pedagogy branch disciplines, such as unbalanced development, lack of originality, emphasis on qualitative research and so on. In the future, the development of pedagogy branch disciplines should deal with the imbalance of disciplinary development;correctly handle the relationship between originality and ideology, quantitative and qualitative research;vigorously study the pedagogy meta-research, and enhance the consciousness of disciplinary reflection;strengthen classified research and scientifically build the system of educational disciplines.
作者
张忠华
倪梦娟
ZHANG Zhonghua;NI Mengjuan(School of Teacher Education,Jiangsu University,Zhenjiang 212013,China)
出处
《高校教育管理》
CSSCI
北大核心
2019年第6期11-18,共8页
Journal of Higher Education Management
基金
国家社会科学基金教育学重点课题(AOA180016)
