教育学研究什么和做什么样的研究者--读《文化变迁中的课程与教学：一个经济发达地区义务教育学校的实地研究》

Indigenous Evolution of Educational Theory： in Social Anthropology Perspective

吴亮奎博士的《文化变迁中的课程与教学：一个经济发达地区义务教育学校的实地研究》一书将要出版，嘱我写序。我愿意就这本书写几句话。不只是因为我读过它最初的研究思路和构想，读过它从书斋到田野、从田野到书斋的写作过程，读过它在艰难的推敲中迟迟画不上句号的几种初稿。也不只是因为我曾有过与作者相似的学术经历和相通的教育情怀，在我国基础教育学校课程与教学变革问题上，我们有许多相近的看法。而且是因为这本书还提出了一个普适的话题：教育学研究什么？我们该做什么样的教育学研究者？

Indigenous evolution is different from navitization, it is the original road of educational theory. How to promote the indigenous evolution of educational theory？ We can get inspiration from social anthropology, because of its study of human and culture, also its mature academic traditional. First, the native culture should be the soil of indigenous evolution of educational theory. Second, historical resource is the source of educational theory indigenous evolution. Third, social anthropology provides a bottom-up methodology of creation theory. Last, field research is the feasible way of educational theory indigenous evolution. By returning to the cultural origin, educational practice, paying attention to educational subjects in China, creating local discourse, we can achieve indigenous evolution of educational theory.