教育学知识探析:形成、品性与旨趣

Pedagogy Knowledge Research:Formation,Character & Goal

教育学知识不是知识观下的教育,而是教育学本身的知识,区别于实践意义上的教育知识并有着十分重要的意义。探析教育学知识首先要明白教育学知识如何形成,并了解其内在的品性和旨趣,从而全面理解教育学的本质与任务。教育学知识的形成经历了从偶然到必然、从外在的采集到内在的审视、从叠加的经验到内化的知识的进程。教育学知识的品性注重教育学的内在特性和教育学知识的意蕴,而不是其显性层面的知识。教育学知识的品性是对教育本身的理解和反思,是对人性的关怀和有关教育事理的剖析与阐述,也是对如何更好地进行教育的深层思考。而且,教育学知识更为注重教育学的内在品质与意蕴,只有理解教育学知识的品性和旨趣,才能澄清教育者对教育学的认识,从而使教育学知识在教育实践与研究中发挥更大的作用。

Pedagogy knowledge is not the education under the viewpoint of knowledge, but the knowledge itself is different from practical knowledge in education and has very important significance. There are four possible paths： from accidental indoctrination to inevitable education, from outside collection to inside introspection, from superposition experience to internalized knowledge, from cold realization to human concern. Therefore it is important to promote the formation of the pedagogy knowledge and create the specialty of its character, unification of objection and subjection, union of science and humanities and balance of reality and prosperity. Meanwhile, only understanding the character and goal of pedagogy knowledge could clarify the understanding of it and play the great role in using and researching its concept.