研究主体迷失:中国教育学“贫困”的症结

Cause of“Poverty”in Chinese Pedagogy:Loss of Subject in Research

世纪之交,中国教育学研究进入历史新时期。教育学研究表面热闹甚至繁荣背后,主体迷失现象同时开始暴露:教育学常常成为其它学科的"领地",当代中国教育研究者常常"不在场"。导致这种现象的原因复杂,既有源于西方学术话语强势地位的外因,也有源于教育学科独特性萎缩的内因。走出研究主体迷失的泥潭,需要当代教育学人的主体自觉,有赖于教育学科价值观和方法论的更新。

At the turn of the century ,Chinese pedagogical research enters a new historical period .Within the prosperous surface ,the phenomenon of lose subject have been exposed：pedagogy often become the ter‐ritory of other disciplines ,contemporary Chinese pedagogical researchers are often“not present” .The rea‐son is that the Western academic discourse is very strong and the distinction of pedagogy is shrinking .To resolve this problem requires the subjective consciousness ,updating the values of pedagogy and methodolo‐gy for contemporary Chinese pedagogical researchers .