论20世纪上半叶“教育科学”概念在中国的形成

A comment on the formation of the concept^Science of Education” in China in the first half of the 20th century

“教育科学”这一概念，既受中国五四时期“科学”观念和教育学多元化趋势的影响，又受“科玄论战”和“教育崩溃”论争的波及，并与国内教育科学化运动的兴衰密切相关。教育科学概念在中国具有独特的形成过程，受美国实验教育学思潮的影响，在20世纪20年代中国出现“教育科学”概念。此后欧美各国关于“教育科学”的论争被陆续引介到中国。在此过程中，“教育科学”与“教育学”“教育哲学”等相剥离，进人教育学分类，并成为大学的系科建制名称。20世纪上半叶教育学者对“教育科学”概念的认识对中国现代的教育科学概念形态产生了深远影响。中国教育学者对“教育科学”的认识深受“唯科学主义”的影响，在认识过程中受欧美多国熏染，“一名多实”的现象影响了中国教育学的分类，同时这些认识特征也反映了教育学在中国成为独立学科的急切呼唤。

“Science of Education” concept was affected by Chinese “scientific” ideas in Fourth Movement and diversification of education. Furthermore? controversy between sciences and metaphysics and the debate about the failure of education also play roles in the formation process of “Science of Education” concept. Along with the rise and decline of the Scientific education movement，“Science of Education” concept was widely disseminated and used. These factors led to the special form of “Science of Education” in China. Affected by American Experimental pedagogy，“Science of Education” concept appeared in China in 1920s. On the theoretical side，the controversy about “Science of Education” in Europe and the United States were introduced to China. In this process，“Science of Education” was separated from “Pedagogy” and ^Philosophy of Education”. At the same time，“Science of Education” became the name of university faculties. Chinese educators’s cognition was effected by scientism deeply，and their understanding process was effected by Europe and America countries* At the same time，“A name has multiple meanings” affected the classification of education. These characteristics reflected the urgent needs of pedagogy to become an independent discipline.