当代中国教育哲学研究:从概念建构到理论创新和实践变革

Contemporary Chinese Educational Philosophy:Practical Change from Conception Construction to Theoretical Innovation

教育理论来源于解决教育实践问题和教育理论问题的需要,解决教育实践问题和理论问题既需要借鉴新的理论,也需要建构新的概念。概念是新理论的细胞,既是理想实践的概括设想,也是构建理论与实践相互促进关系的桥梁。建构概念是为了变革理论,变革理论是为了变革实践。新概念的系统化就是新的理论,新理论的行动化就是新的实践。教育哲学是时代精神的精华,当代教育哲学不仅是当代教育理论追求和变革精神的精华,也是当代教育实践追求和变革精神的精华。它对引领教育理论和实践的变革,对沟通和加强教育理论和教育实践的联系都有重要价值。古今中外重大教育变革的过程都是从教育学概念建构到教育理论创新和教育实践变革的过程,但不同时代的教育变革则有不同目的、内容和进程。当代中国教育哲学研究中的从教育学概念的建构到教育理论的创新和教育实践的变革同样有不同的目的、内容和进程。改革开放30多年来,中国教育哲学研究的进程和内容主要表现在:从教育合理性和教育存在概念的建构到教育学研究对象和任务理论的创新,从教育本质和本体概念的建构、主体间指导学习教育本质概念的建构到教育本质理论的创新和教育本质建构实践、教育改革实践的变革,从教育需要概念的建构到教育价值和功能理论的创新和教育实践的变革,从主体间性概念建构到主体间师生关系理论创新和教育实践的变革,从知识合理建构教学认识论概念建构到课程与教学理论的理论创新和课程教学实践的变革,从一元多层德育概念的建构到德育理论的创新和德育实践的变革,从平等与效率相互促进的教育公平概念的建构到教育公平理论的创新和教育公平教育实践的变革等概念建构、理论创新和实践变革。

The origin of educational theory stems from the need of solving practical and theoretical problems,and it is necessary to borrow theory from other disciplines and to introduce new conceptions into it.To a great extent,conception is the cell of new theory,the generalization and assumption of ideal practice,and the bridge between practice and theory.To construct concepts is to change theory,and hence to change practice.New theory means the systematization of new conceptions;and new theories means new practice.Educational philosophy is the essence of a time’s spirit,and the contemporary educational philosophy is the essence of pursuit and change for educational theory and practice.It has the value for leading the change and strengthening the link between educational theory and practice.Looking through history and the countries around the world,all big events in education have followed the principles mentioned above,even though there are different aims,contents,and processes,and the same is true in today’s China.In the past 30 years of reform and open-door policy,China’s educational philosophy research has witnessed such changes as from（i） building the conception of educational reasonability and existence to the innovation of educational research objects and tasks;（ii） from forming the conception of educational essence and ontology of intersubjectivity-guided learning and educational nature to the practice of educational reform;（iii） from constructing the conception of epistemology in teaching to the innovation of instructional theory and practice;（iv） from building the conception of one unit with multi-level moral education to the change of moral education practice;and（v） from creating the conception of educational equity based on the assertion of educational equality and efficiency improving each other to the theoretical innovation and practical change of educational equity.