当代中国教育学之“生命·实践”特征———叶澜新作《回归突破：“生命·实践”教育学论纲》述评

Contemporary Chinese Pedagogy： Basic Characteristics of Life-Practice Pedagogy： A Review of Professor Ye Lan?s New Works Recurrence and Breakthroughs ： Thesis of Life-Practice Pedagogy

中国教育学自近代从西方引进，百余年间，几代学者持续努力创建中国自己的教育学。叶澜教授新作《回归突破：“生命·实践”教育学论纲》以“论纲”方式呈现了当代中国教育学的基本特征。它纵贯西方三千年学科观，回归突破中国五千年文化传统，形成了以“生命·实践”为内核基因、扎根民族“文化传统”和学校教育“变革实践”、提出中国式教育命题和体现中国思维、运用中国话语、呈现教育学“独立学科”立场的中国原创教育学。它有字书写的背后是当代中国教育学人与研究团队数十年学术生命实践的无字之书。

Since Chinese Pedagogy was introduced from West a century ago， Chinese researchers have been making great efforts to construct our own pedagogy for generations. Prof . YeLan’snewworks “Re-currence and Breakthroughs： Thesis of Life-Practice Pedagogy” presents the basic characteristics of contemporary Chinese Pedagogy. It analyzed 3000 years of western ideas about discipline and traced back to 5000 years of Chinese culture and tradition， based onwhich the internal core of Life-Practice was established. tt rooted in Chinese culture and ＂tradition and l^he transformation practice of school education， and put forward Chi- nese educational ＂topics and Chinese original pedagogy ＂that represent Chinese way of ＂thinking， applies Chinese dialogues and displays l^he standpoint of pedagogy as an independent discipline. What is behind the written book is the 10 years of unwritten practice of Chinese pedagogy scholars and research teams.