【摘要】：在現(xiàn)代學(xué)科制度體系中,或許很少有一個(gè)學(xué)科像教育學(xué)這般持久的焦慮自身的生存和發(fā)展問題。在我國,反思教育學(xué)科及其理論的發(fā)展一直是我國教育理論研究的焦點(diǎn)議題。人們一方面深刻批判教育學(xué)科及其理論所存在的諸多問題,一方面勤于建構(gòu)各種旨在解決問題的知識(shí)方案。論文提出,人們?cè)谂兄薪沂镜乃袉栴}都可以歸結(jié)為一個(gè)中心問題——教育理論的自主性,人們?cè)诮?gòu)中所推出的各種問題解決方案都需要一個(gè)先在的前提——教育理論思維的成熟。因此,本研究的根本目的在于從形式和內(nèi)容上確立“教育理論思維”這一新生理論范疇的合法性,以為我國教育學(xué)科及其理論發(fā)展的反思提供一個(gè)可能的思想地平線。 在學(xué)術(shù)界,“理論思維”、“教育思維”和“教育理論思維”等本論文的中心概念均為人們“日用而不自知”的概念,因此,本論文的中心工作在于對(duì)這些概念進(jìn)行系統(tǒng)闡釋與合理論證。論文在充分吸收和借鑒已有成果的基礎(chǔ)上,基于對(duì)“思維”、“思維方式”、“理論思維”和“教育思維”等“教育理論思維”的基礎(chǔ)性和前提性概念進(jìn)行“剝竹筍”式的分析,闡明了“理論思維”、“教育思維”和“教育理論思維”的本真內(nèi)涵,為“教育理論思維”的存在及其證實(shí)奠定了較為堅(jiān)實(shí)的邏輯演化前提和客觀合理性基礎(chǔ)。論文在批判學(xué)界對(duì)“理論思維”這一概念的“絕對(duì)化”、“同一性”解讀的基礎(chǔ)上,將其界定為:一定時(shí)代的主體在實(shí)踐中基于一定的概念及其系統(tǒng)和邏輯程序去反映和把握事物本質(zhì)、規(guī)律和普遍聯(lián)系的思維方式、過程與結(jié)果,并揭示了理論思維對(duì)理論發(fā)展的積極作用。 論文通過廓清學(xué)界對(duì)“教育思維”概念的片面認(rèn)識(shí),認(rèn)為教育思維是指人們或教育實(shí)踐主體基于培養(yǎng)人的需要和目的,觀念性地理解和把握教育世界的方式、過程與結(jié)果。它是教育實(shí)踐主體在培養(yǎng)人的社會(huì)實(shí)踐活動(dòng)中形成的認(rèn)識(shí)定勢(shì)和認(rèn)識(shí)運(yùn)行模式,也是教育實(shí)踐主體關(guān)于教育的思想、觀念和方法的統(tǒng)一。在此基礎(chǔ)上,按照教育思維的思維結(jié)構(gòu)及其理性水平,將教育思維劃分為教育常識(shí)思維、教育實(shí)踐思維和教育理論思維。 論文提出,教育理論思維是教育實(shí)踐主體基于一定的反映教育特質(zhì)的概念及其系統(tǒng)和邏輯程序去理解和把握教育世界的本質(zhì)、規(guī)律和普遍聯(lián)系的方式、過程與結(jié)果。教育理論思維與教育理論之間是一種互為表里發(fā)展的相互依存、相互依照、相互制約的對(duì)象性關(guān)系:一方面,教育理論思維作為一種概念思維,必須依賴一定的反映教育特質(zhì)的概念及其系統(tǒng)來展開;而另一方面,教育理論自主性的實(shí)現(xiàn)又依賴于教育理論思維的成熟,意即教育理論思維的認(rèn)識(shí)功能的有效發(fā)揮。論文在教育理論思維作為一種思維方式的角度分析了它與教育理論發(fā)展的關(guān)系,揭示了人們不滿于教育理論的內(nèi)在根源,并從教育理論前提和教育研究范式等角度回應(yīng)了論文主題。
[Abstract]:In our country, reflecting on the development of pedagogy and its theory has always been the focus of our country's educational theory research. On the one hand, people have profoundly criticized the problems of pedagogy and its theory. It is pointed out that all the problems revealed in the criticism can be attributed to the autonomy of educational theory, which is the central problem. The solutions to various problems that people put forward in the construction need a precondition-the maturity of educational theory thinking. Therefore, the fundamental purpose of this study is to establish the legitimacy of the new theoretical category of "educational theoretical thinking" in form and content, and to provide a possible ideological horizon for the reflection on the development of educational disciplines and theories in China.
In academia, the central concepts of this paper are "theoretical thinking", "educational thinking" and "educational theoretical thinking". Therefore, the central task of this paper is to systematically explain and reasonably demonstrate these concepts. On the basis of fully absorbing and drawing lessons from the existing achievements, the paper is based on This paper analyzes the basic and preconditional concepts of "educational theory thinking" such as "thinking", "thinking mode", "theoretical thinking" and "educational thinking" in a "bamboo shooting" way, clarifies the true connotations of "theoretical thinking", "educational thinking" and "educational theory thinking", and proves the existence and proof of "educational theory thinking". On the basis of criticizing the "absolutization" and "identity" interpretation of the concept of "theoretical thinking", this paper defines it as: the subject of a certain era reflects and grasps things in practice on the basis of certain concepts, systems and logical procedures. Essence, law and universal connection of thinking mode, process and result, and reveals the positive role of theoretical thinking in the development of theory.
Through clearing up the one-sided understanding of the concept of "educational thinking" in the academic circles, this paper holds that educational thinking refers to the way, process and result of people or educational practice subjects to understand and grasp the educational world conceptually based on the needs and aims of cultivating people, and it is the cognitive trend formed by educational practice subjects in the social practice of cultivating people. On this basis, according to the thinking structure and rational level of educational thinking, educational thinking is divided into educational common sense thinking, educational practice thinking and educational theory thinking.
It is pointed out that educational theoretical thinking is the way, process and result of understanding and grasping the essence, laws and universal relations of the educational world based on certain concepts, systems and logical procedures reflecting the characteristics of education. On the one hand, as a kind of conceptual thinking, educational theoretical thinking must depend on certain concepts and systems reflecting educational characteristics; on the other hand, the realization of educational theoretical autonomy depends on the maturity of educational theoretical thinking, which means the effective realization of the cognitive function of educational theoretical thinking. This paper analyzes the relationship between educational theory thinking and the development of educational theory from the perspective of educational theory thinking as a mode of thinking, reveals the internal root of people's dissatisfaction with educational theory, and responds to the theme of the paper from the perspective of educational theory premise and educational research paradigm.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2011
【分類號(hào)】：G40

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