摘要
This article starts from the perspective of great education, lifetime suzhi education,(suzhi translates directly as quality) and puts forward nine core categories of pedagogy at three different levels. At the macro level, it locates the holistic perspectives including education, suzhi and development. The middle level focuses on the collective activities of pedagogy, basically including teaching, curriculum and examination. At the micro level, individuality of pedagogy is emphasized, covering learning, knowledge and thinking. Pedagogy is an independent subject and hence has core categories of its own. To discuss the meanings of each category, the author employs the scientific methodology of dialectics and systems, as well as puts forward specific methods for each of them. That other disciplines should be applied to pedagogy by no means implies the marginalization of pedagogy. Along with the development of pedagogy, the number of core categories may increase or decrease, meanwhile, the structures and meanings of the categories may change correspondingly. The selection of core categories is not the only option. Consequently, the theory of pedagogy cannot possibly be exclusive.
This article starts from the perspective of great education, lifetime suzhi education,(suzhi translates directly as quality) and puts forward nine core categories of pedagogy at three different levels. At the macro level, it locates the holistic perspectives including education, suzhi and development. The middle level focuses on the collective activities of pedagogy, basically including teaching, curriculum and examination. At the micro level, individuality of pedagogy is emphasized, covering learning, knowledge and thinking. Pedagogy is an independent subject and hence has core categories of its own. To discuss the meanings of each category, the author employs the scientific methodology of dialectics and systems, as well as puts forward specific methods for each of them. That other disciplines should be applied to pedagogy by no means implies the marginalization of pedagogy. Along with the development of pedagogy, the number of core categories may increase or decrease, meanwhile, the structures and meanings of the categories may change correspondingly. The selection of core categories is not the only option. Consequently, the theory of pedagogy cannot possibly be exclusive.
