分化与整合:论中国教育学的学科范式

Differentiation and Integration: On Discipline Paradigm of Chinese Pedagogy

中国教育学在百年发展历程中拥有过夺目的辉煌,也承担了太多的负担,这些负担或源于意识形态的强暴式宰制,或源于自己不能“独善其身”的尴尬。在教育学科群急剧裂变和教育改革迫切要求的双重挑战面前,作为一种理性的选择,中国教育学学科必须做出相应的范式转换,走分化与整合之路,并在“地坛教育学”、“讲坛教育学”与“论坛教育学”三者良性互动中实现路径重建。

Chinese pedagogy has achieved glorious achievement during the developing process in a century. However, at the same time,it also suffexed from exceedingly various burdens either stemming form brutal controls of ideology or coming from incapability- of independence （immunity）. Facing the dual challenges, namely the intense division of discipline groups in education study and the urgent requirement of educational reforms, it is a rational choice that the pedagogy accordingly has to undergo a paradigm shift, follow the route of division and combination, and get the routes- reconstruction finished through a positive intexaction between ＂practical pedagogy＂, ＂theoretical pedagogy＂ and ＂academic pedagogy＂.