體驗區
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| 篇名 |
从「教育共识」到「共识教育」
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| 並列篇名 |
From
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| 作者 |
陈学军
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| 中文摘要 |
在教育学的发展过程中，出现了三次大的分解。教育学面临一种新的发展路口。尽管目前「教育科学」的发展风头已盖过「教育学」，但是，是否就意味着教育学已经走向终结？实际上，教育学与教育科学的发展表明，这是两种不同的研究范式：「日耳曼式的教育学」和「盎格鲁式的教育科学」，各自都有其发展的历史背景和文化传统，各自研究的侧重点和方法也不尽相同。与传统的教育学不同，教育科学是试图要形成对教育问题的另一种看法和另一种解释。两大范式异同的比较，揭示不同国家教育学科发展的历史文化差异，有助于我们更好地理解教育学与教育科学之争。
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| 英文摘要 |
There are three big divisions in the development of pedagogy. Pedagogy faces a new development route. Although educational science becomes more and more popular than "pedagogy", does this mean that pedagogy has come to its end? As a matter of fact, the development of pedagogy and educational science indicates that they are different kinds of study paradigms: Teutonic Pedagogy and Anglian Educational Science. Each develops in its own history background and cultural tradition and each has its distinguishable emphasis and approaches in study. Different from the traditional pedagogy, educational science tries to develop a new perspective and explanation for educational issues. To compare and contrast the two paradigms and reveal the historic and cultural difference in the development of educational science in different countries will help us to have a better understanding of the dispute between pedagogy and educational science.
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| 頁次 |
10-15
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| 關鍵詞 |
教育共识
、共识教育
、理解
、接受
、Education consensus
、Consensus education
、Understanding
、Accepting
、CSSCI
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| 卷期 |
3:2
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| 日期 |
200704
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| 刊名 |
教育學報
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| 出版單位 |
北京師範大學
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