教育学的学科形象及其解读

On the Discipline Image of Pedagogy and It's Origin

教育学常常给人以“亲近但似乎缺乏专业感” ,“个性化思辨似乎缺乏科学性” ,教育学者 (家 )都是“杂家” ,一块任人驰骋的“领地” ,“理论总是脱离实践的” ,入行门槛低等印象。究其原因则在于它本身所固有的基本特点 :研究对象的普遍性与平凡性 ,问题域界和解答的恒定性与不确定性 ,学科基础的广泛性与跨学科性 ,理论类型与性质的多元性 ,理论结构的层次性 ,学科属性的综合性等。

The discipline image of pedagogy is often felt to be closing to the reality but seems to be lack of speciality, is full of individualized thought but lack of scientific, and the pedagogists or education researchers are all “cross-discipliner', the research route is multipl and the it's thoery seems always to be far away from the education reality, and finally, the threshold of the subject research is low. This is originated from the basic characteristics of the pedagogy,which is that the research object is common and ordinary, that the realm of the question is stable and the answer is uncertain, that the base of the discipline is broad and cross-discipline, that the typle and the nature of it's theory is multi-diversity, that structure of it's theory is arrangement, that the attribute of the discipline is synthesized.