中国教育学本土化研究的困境及超越

On the Localization Dilemma and Surpass of the Pedagogy in China

中国教育学本土化研究的努力主要集中在对中国国情和问题的关注上,一定程度上推动了中国教育实践的发展,但大部分研究没有突破异域理论框架和方法论的规约。异域理论框架、基本范式和基本概念规约下的中国教育学本土化研究,态度积极、观点正确、逻辑清晰的论证背后,隐藏着一个自己已经深陷其中但处在无意识状态且视为理所当然的"理想图景"。这种不从事学术对话,只需将数据和资料套入不同公式即可完成的教育学研究只能论为异域理论的"习作"。中国教育学研究者应基于中国文化特质,运用自己的概念、理论揭示根植于中国本土情境中的教育问题,形成教育学研究的中国概念、中国理论、中国思想和中国经验以贡献于世界教育学术的发展,进而赢得世界教育学术界的尊重。

On the localization of the Pedagogy in China efforts focused on the attention to the problems and national conditions of China,to a certain extent promoted the development of education practice of China.But which did not break through the statute of the foreign theoretical framework and methodology.On the localization of the Pedagogy in China Of the foreign basic concepts、theoretical framework and the basic paradigm statute,Hiding it is in but in the unconscious and taken for granted'ideal picture'behind the Positive and right,clear logical argument.Which pedagogy study that did not academic dialogue and only can complete set of the data and information into the different formula,only as the'project'of the foreign theory.The Pedagogy study in China should be based on Chinese culture trait,to use their own concepts,theories and reveal the education problem of the rooted in the Chinese local situation,taking shape the Chinese concept、the Chinese theory、the Chinese ideology of pedagogy study which to contribute the development of the world education,and then win the respect of the world education academics.