教育研究双轨之争:演进、实质与语境论融合

The Dual Track Dispute of Educational Research:The Integration of Evolution,Essence and F usion Based on Context ualism

审视教育学史,教育学的发展依赖经验性研究与规范性研究的双轨,教育学的发展是二者共同作用的结果。双方各有优势与不足。而双方坚持自身研究立场而排他,阻碍了教育学的发展。以剑桥学派的语境论为方法论对教育研究双轨进行融合,把教育学之自然的、历史的、社会的、文化的和心理的层面统一到不可还原的、整体的教育语境基点上,以语境论的教育研究融合双方的研究优势与特点,消除其缺陷与不足。

The development of pedagogy depends on both empirical research and normative research.It is found that pedagogy has experienced a process from empirical research to normative research by examining the history of pedagogy.In fact,the development of pedagogy is the result of the interaction of the both.Each of the two tracks has its own advantages and shortcomings.The sole legitimacy of the two sides'adherence to their own positions will lead to the deviation between educational theory and practice.Therefore,this paper attempts to integrate the two tracks of educational research with the context ualism of Cambridge school,unifying the natural,historical,social,cultural and psychological aspects of pedagogy to the irreducible and holistic educational context,and integrating the advantages of both tracks with the context theory of education research,so as to eliminate or avoid their defects and deficiencies.