德国 教育学-教学论 范式与美国 教育科学-课程论 范式的比较研究

%22Comparison of Two Paradigms in Educational Research: Germanic %22%22Paradigm of Pedagogy and Didactics and American Paradigm of Educational Sciences and Curriculum Studies

以德国为代表的\＂教育学—教学论\＂范式和以美国为代表的＂教育科学—课程论＂范式是教育研究领域两种重要的、不同的研究范式。德国的＂教育学—教学论\＂范式以唯理主义哲学为理论基础，强调从整体上培养人的问题，并从整体和人的全面发展的角度去理解和解决教育和教学问题;相对而言美国的\＂教育科学-课程论\＂范式则缺乏这种整体主义的视角。究其原因，除了跟两国不同的历史文化和哲学范式有关外，还与德国＂教育学—教学论\＂范式中一个核心概念\＂教化＂有着密不可分的关系。由于历史的原因，这两大研究范式并存于我国目前的教育研究和实践中。澄清二者之间的具体差异以及造成差异的根源是解决困扰我国教育研究和实践的途径之一。

The Germanic ＂Paradigm of Pedagogy and Didactics＂ and American ＂Paradigm of Educational Sciences and Curriculum Studies＂ are very different paradigms in the educational research. The Germanic ＂Paradigm of Pedagogy and Didactics＂ pursuits perfect humanity， emphasizes the overall perspective of education， and interprets and addresses education problems from the perspectives of integrity and the comprehensive development of human beings; while， the American ＂Paradigm of Educational Sciences and Curriculum Studies＂ disregards this respect. In addition to the cultural and philosophical differences， the core concept of ＂bildung＂ which belongs to the ＂Paradigm of Pedagogy and Didactics＂ is also very important. Both of the educational paradigms exist in China' s contemporary education studies and practices， which are problematic due to the differences between these two paradigms and our deficient understanding of those differences Distinction between these two paradigms and the origin of the difference will be one of the ways to address the problems in educational studies and practices in China.