| 分化与整合:论中国教育学的学科范式 |
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| 引用本文： | 朱成科.分化与整合:论中国教育学的学科范式[J].东北师大学报(哲学社会科学版),2007(3):13-18. |
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| 作者姓名： | 朱成科 |
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| 作者单位： | 渤海大学,教育学院,辽宁,锦州,121000;东北师范大学,教育科学学院,吉林,长春,130024 |
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| 基金项目： | 国家社会科学基金规划(教育学科)国家一般课题 |
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| 摘 要： | 中国教育学在百年发展历程中拥有过夺目的辉煌,也承担了太多的负担,这些负担或源于意识形态的强暴式宰制,或源于自己不能"独善其身"的尴尬.在教育学科群急剧裂变和教育改革迫切要求的双重挑战面前,作为一种理性的选择,中国教育学学科必须做出相应的范式转换,走分化与整合之路,并在"地坛教育学"、"讲坛教育学"与"论坛教育学"三者良性互动中实现路径重建.
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| 关 键 词： | 范式 学科范式 范式转换 中国教育学 |
| 文章编号： | 1001-6201(2007)03-0013-06 |
| 修稿时间： | 2007年1月10日 |
Differentiation and Integration: On Discipline Paradigm of Chinese Pedagogy |
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| ZHU Cheng-ke.Differentiation and Integration: On Discipline Paradigm of Chinese Pedagogy[J].Journal of Northeast Normal University(Social Science),2007(3):13-18. |
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| Authors: | ZHU Cheng-ke |
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| Abstract: | Chinese pedagogy has achieved glorious achievement during the developing process in a century.However,at the same time,it also suffered from exceedingly various burdens either stemming form brutal controls of ideology or coming from incapability of independence(immunity).Facing the dual challenges,namely the intense division of discipline groups in education study and the urgent requirement of educational reforms,it is a rational choice that the pedagogy accordingly has to undergo a paradigm shift,follow the route of division and combination,and get the routes-reconstruction finished through a positive interaction between "practical pedagogy","theoretical pedagogy" and "academic pedagogy". |
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| Keywords: | paradigm discipline paradigm paradigm shift Chinese Pedagogy |
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