【摘要】：從范式轉(zhuǎn)換的視角審視,我國教育學(xué)經(jīng)歷了科學(xué)教育學(xué)、政治教育學(xué)、實踐教育學(xué)等發(fā)展階段�？茖W(xué)教育學(xué)以建立科學(xué)的教育學(xué)內(nèi)容體系為目標,政治教育學(xué)以服務(wù)政治而非學(xué)術(shù)研究為指歸,實踐教育學(xué)按照問題邏輯,并以規(guī)范行為的思路建構(gòu)教育學(xué)內(nèi)容體系。教育學(xué)研究范式的轉(zhuǎn)換是教育實踐變革的產(chǎn)物。隨著我國教育的轉(zhuǎn)型發(fā)展,教育學(xué)將面臨教育之"學(xué)"與教育之"術(shù)"的進一步分化。"學(xué)"、"術(shù)"分途,"學(xué)"、"術(shù)"并進是新世紀教育學(xué)的發(fā)展路徑。
[Abstract]:From the perspective of paradigm shift, pedagogy in China has experienced scientific pedagogy, political pedagogy and practical pedagogy. Scientific pedagogy aims at establishing scientific pedagogy content system, political pedagogy aims at serving politics rather than academic research, and practical pedagogy constructs pedagogy content system according to problem logic and normative behavior. The transformation of pedagogy research paradigm is the result of educational practice reform. With the transformation and development of education in China, pedagogy will face the further differentiation between educational learning and educational technology. " The development of pedagogy in the new century is "learning", "art" and "learning".
【作者單位】： 華中科技大學(xué)教育科學(xué)研究院;重慶三峽學(xué)院;
【基金】：重慶三峽學(xué)院第五批高等教育教學(xué)改革項目“《教育學(xué)》課程一體化改革與實踐”(編號:W0933059)成果之一
【分類號】：G521

【參考文獻】

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