教育学中国化——一个世纪以来中国学者的探索和梦想

Making Pedagogy Chinese:Chinese Scholars' Exploration and Dream in the Past Century

教育学中国化是中国教育学者一个世纪的追求与梦想。这一追求与梦想的历程,可以用中国化意识的萌生、确立、反思、畸形实践、多向度展开来概括。在这一艰难的历程中,中国的教育学人在什么是教育学的中国化、教育学中国化是不是一个伪问题、如何实现教育学的中国化等问题上,做出了一系列有价值的探索。这些探索告诉我们,我们不能仅仅停留在对教育学中国化的追求上,而是要把思索与实践的目光投向创建"中国教育学",以重建具有中国特色、中国气派的教育学为鹄的。当然,这一目标的达成,必须依靠沿着正确的路径,采取适切的策略方可。

Making pedagogy Chinese has been what Chinese scholars pursuing and dreaming of in the past century, which can be summarized as undergoing such stages as conception, birth, reflection, abnormal practice and multi-directional spread of Chinese pedagogy awareness. During the process, Chinese scholars made a series of valuable explorations into what making pedagogy Chinese meant, whether it was a pseudo issue as well as how to make pedagogy Chinese. Through these explorations, it is clear that we cannot only limit us to the pursuit of making pedagogy Chinese. Instead, we should base our probe and practice on the establishment of Chinese pedagogy with the aim of reconstructing pedagogy with Chinese characteristics and imposing manner, which can only be achieved by following correct approaches and appropriate strategies.