论我国教育学话语的建构

The Construction of Pedagogic Discourse

自二十世纪七十年代以来,哲学领域的语言、逻辑哲学的转向也带来了教育学对语言、话语的研究的兴起。我国教育学话语的发展也在不断探讨其所存在的问题和教育学的"话语混沌"、"话语背后权力影响"以及"话语与主体"等原因之后,教育学话语的建构也成为主要的问题。通过对我国教育学话语建构之路的三个方面即专业化,教育学话语专业化的外在保障机制;本土化,教育学话语的价值理性;实践化,教育学话语的最终指向,基础上的的分析探索我国教育学话语的取向路径。

Since the 1970s, the reorientation of lingual and logical studies in the philosophy discipline also ushered in the research on languages and discourses in the field of pedagogy. The discourses of pedagogy in China first focused on ＂discourse ambiguity＂, ＂the influence of authority on discourses＂, and ＂dis- course and subjectivity＂, then took the construction of pedogogy discourses as the major research ques- tion. This paper explores the construction of pedogogy discourses from three aspects： professionalism, the external gurantee for professional pedagogy discourses; localisation, rationality of pedagogy discourses; practicality, the ultimate pursuit of pedagogy.