对教师教育专业教育学教材建设30年的反思

Review on Textbook Construction of Pedagogy for Specialty in Teacher Education in the Past 30 Years

我国教育学教材建设历经30年,可分为恢复学科地位、初步探索、反思与总结、深化与创新四个阶段,初步构建了教育学教材的知识体系,形成了各种层次、各种类型的多版本教育学教材存在的格局,也出现了一些富有特色的社会主义的教育学教材体系。正确处理教育学的课程目标定位问题、确定其学科性质、明确教材体系是什么形态、澄清概念、密切关注教育实践、注重知识体系的逻辑性、建立理论研究和实践验证良性互动机制是加快教育学教材建设科学化进程的有效措施。

In the past 30 years, textbook construction of pedagogy has experienced four stages, namely the recovery of discipline position, the tentative exploration, the reflection, and the innovation of pedagogy. It appears the coexistence of different level, type and edition textbooks, some of which are with distinct socialism characteristic. In order to fasten the development of the pedagogy textbook, we should have a clear understanding of the orientation of the pedagogy curriculum, pay more attention on the logic of knowledge system, and form an interactive mechanism between theory research and practice.