“五四”时期中国教育学发展的回顾与反思

The Review and Reflection of the Development of Chinese Pedagogy in the May 4th Period

广义的“五四”时期是指从1915年新文化运动兴起到1927年南京国民政府成立的12年。“五四”时期中国教育学发展有其深刻的背景,并形成了其独特的发展阶段,每个阶段的发展各具特点。“五四”时期中国教育学发展不仅影响了教育学的研究对象、学科性质、研究方法,而且触发了教育学学科独立性的探讨,蕴含了教育学学科体系构建的尝试,萌生了教育学中国化的意识。由此为中国教育学发展带来启示:适度追求教育学科学化发展,切实增强教育学学科独立性,着力完善教育学学科体系,自觉建设中国教育学。

In a general sense,the May 4th period refers to the twelve years from the New Culture Movement in 1915 to the establishment of the Nanjing National Government in 1927丒 Under a profound background,the development of Chinese pedagogy can be divided into unique stages,and each has.s own features.The development of Chinese pedagogy not only influenced the objectives,nature and approaches of pedagogy,but also triggered the discussion of the independence of pedagogy,implied the attempt to construct the discipline system of pedagogy,and gave birth to the awareness of the Sinicization of pedagogy.The inspirations of the development of Chinese pedagogy in the May 4th period mainly include that we should realize the development of scientific pedagogy on a moderate degree,strengthen the independence of pedagogy,improve the discipline system of pedagogy,and consciously implement the development of pedagogy with Chinese characteristics.