【摘要】：教育學(xué)的獨(dú)立,來(lái)自于社會(huì)對(duì)人性化教育目標(biāo)的首肯;教育學(xué)的建構(gòu),是人類(lèi)利用教育理性的過(guò)程,而教育學(xué)則是這個(gè)過(guò)程的成果。在教育學(xué)的發(fā)展旅程中,總是在人性化教育目標(biāo)的獨(dú)大或者理性化教育學(xué)的獨(dú)斷中徘徊;教育學(xué)的未來(lái),不可能完全寄希望于對(duì)絕對(duì)教育理性的依賴,也不可能對(duì)人性化教育目標(biāo)的順從,而是來(lái)自于兩者的對(duì)話,并在對(duì)話中為彼此設(shè)定共同的"最近發(fā)展區(qū)"。
[Abstract]:The independence of pedagogy comes from the social approval of humanized educational goal, and the construction of pedagogy is the process of human being's utilization of educational rationality, and pedagogy is the result of this process. In the course of the development of pedagogy, it is always hovering in the exclusive goal of humanized education or in the arbitrariness of rational pedagogy, and the future of pedagogy cannot be entirely expected to rely on absolute educational rationality. It is also impossible to comply with the goal of humanization education, but from the dialogue between the two, and set up a common "proximal development zone" for each other.
【作者單位】： 華東師范大學(xué)基礎(chǔ)教育改革與發(fā)展研究所;
【分類(lèi)號(hào)】：G40
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本文編號(hào)：2224661