教育研究学科立场的缺失与重构

On the Shortcomings of Discipline Standpoints of Educational Research

学科立场是学术研究的"生命基质",对研究活动具有方法论的规约意义,是学科独立性、合法性、价值性的前提。教育研究作为教育学学者的学术自治,理应恪守教育学的学科立场。但教育研究中学科立场的缺失,使教育研究泛化为"研究教育",教育学泛化为"关于教育的学",以致出现了研究繁荣、学术衰微的现象。为此,重构教育学的学科立场,要求教育研究恪守独特的价值取向、厘定研究的问题域、重视学科知识体系的建构,以此培育教育学的独立品性。

Discipline standpoints as the ＂matrix of life＂ of academic research should restrain and regulate the study activities methodologically, and is the prerequisite for an independent, valuable and legal discipline. Educational. research is theacademic autonomy of educational scholars, should abide by the standpoints of pedagogy. The shortcomings of discipline standpoints generalized educational research to ＂research education＂, pedagogy to ＂knowledge about education＂, and lead tothe phenomenon of ＂research without academic＂. To protect the standpoints of pedagogy, we should further clarify the unique value pursue, confine problem domain, and pay more attention to the construction of discipline knowledge system, then cultivate the independent nature of pedagogy.