现代教育学体系的实践取向与逻辑成分

Practical Orientation and Logical Components of Modern Pedagogy System

在教育学的发展历史中,是否坚持为教育实践服务以及如何为教育实践服务的实践取向问题一直以来都是一个基本问题,不同时期的教育学研究在此问题上持有不同的立场。面对自身的价值危机,现代教育学体系需要实现更为彻底的实践取向,即在整体上转变为实践教育学体系,为情境性、自由性教育行动提供支持应成为整个教育学体系的根本取向。实践教育学体系在逻辑上应该包括提供教育认识的教育学板块和支持具体教育行动的教育学板块,可以分别称为教育认识论与教育行动论。从现代教育学体系发展的总体状况来看,发展实践教育学体系需要重点建设为情境性、自由性教育实践提供明智建议的教育行动论,并在关注教育复杂性的背景下加强对教育的整体认识。

In the history of pedagogy development, whether to adhere to practice orientation and how to serve for the practice has been a basic problem; and pedagogical research in different times took different standpoints. Facing the value crisis, modern pedagogy system should be thoroughly turned to practice orientation, that is, to become practical pedagogy system as a whole. Supporting situational and free education actions should become the fundamental orientation of modern pedagogy system. Practical pedagogy system should include theories of education understanding and theories of education action, with the former providing understanding of education and latter providing direct suggestions for specific education actions. Based on the current situation of pedagogy development, the development of practical pedagogy system should emphatically construct the theories of education action which can provide direct suggestions for situational and free education practices, and strengthen the overall understanding of education when paying attention to education complexity.