现象学教育学在中国的传播及其影响

The Diffusion of Phenomenological Pedagogy in China and Its Influence

现象学教育学于1928年开始在中国传播,先后经历了三个阶段。现象学教育学的传播推进了我国教育研究方法论和研究方法的发展;拓展了教育哲学的研究领域,影响了教育哲学的致思方式;丰富了研究者对教育学元问题的思考;推动了教师教育和教育实践的发展。反思现象学教育学在中国的传播,需要加强现象学教育学理论基础研究,运用批判性思维进行传播,挖掘中西方教育的结合点,建立原创的中国教育学理论。

Phenomenological pedagogy was introduced into China in 1928, whose diffusion experienced three phases with respective characteristics. The diffusion promoted the methodology of educational research and the development of educational research methods; it expanded the research field of educational philosophy, influencing the thinking mode of educational philosophy; it enriched the researchers＂ thinking on the meta-problems of pedagogy; and it also advanced the development of teachers＇ education and educational practice. Rethinking the diffusion of phenomenological pedagogy in China, it should strengthen the theoretical research of phenomenological pedagogy, diffuse phenomenological pedagogy with critical thinking, look for the connection between Chinese education and the western education, and construct the Chinese original pedagogy.