观察、参与、介入:教育学方法论的演变趋势

Observer,Participator,Intervener:the Trend of Methodology of Pedagogy

教育学的发展离不开对多种学科方法和思维方式的借鉴,本文从中国语境中教育学学科多元化发展中所形成三种学科立场,即教育学研究的角色定位出发,系统探讨了学科立场下所形成的理性观、世界观、知识观、真理观、语言表述、方法技术及思维方式等方面的方法论谱系,以求为各类教育学研究者,提供一个系统反思研究立场的参照系,进而为建构更加科学的本土教育学知识,提供确立教育学学术信念的基础性准则。

The development of pedagogy can＇t be achieved without learning from methods and ways of thinking of various disciplines. The paper discusses three disciplinary positionings of China＇s educational development, in a bid to provide education researchers with a system of reflection, thereby basic rules to follow in the establishment of academic beliefs in education research.