摘要
教育理论者与教育实践者生活在各自不同的意义世界,并以其不同的意义世界感知、理解、思考、建构和言说着教育。教育理论者话语表达"内容关怀"的"强或弱"、言说方式"可理解性"的"好或差"及其整体现实"可操作性"的"难或易",教育实践者视域要求"学识素养"的"具备或不具备"、践行视域"关照度"的"狭小或广阔"及其实践主体"积极参与"的"是或否",就有可能造成教育理论和实践的脱离、脱节甚或隔绝。教育理论和实践的融通,既需要理论者调整其话语关怀,也需要实践者拓展其视域。
Educational theorists and educational practitioners live in different meaning worlds, perceiving, compreh ending, thinking, constructing and talking about education by means of their different meaning worlds. The separation, divorce or even isolation between theory and practice are usually caused by whether the care about content is expressed in a strong or weak tone, whether their way of speaking is understood well or poorly, and whether the operation of all the facts is easy or difficult on the part of educational theorists as well as whether the knowledge requirements are satisfied or not, whether care is provided in a broad or narrow way and whether practitioners participate actively or inactively from the viewpoint of educational practitioners. Merge of educational theory and educational practice requires both the theorists to adjust their care by words and the practitioners to broaden their vision.
出处
《教育理论与实践》
CSSCI
北大核心
2008年第3期3-7,共5页
Theory and Practice of Education
关键词
教育理论
话语
教育实践
视域
educational theory
discourse
educational practice
vision
