改革开放三十年中国的教育学话语与教育变革

The Pedagogical Language and Educational Transformation during the 30 Years of Reform and Opening ─ Up

改革开放30年，是中国教育学百年历程中发展最快、成果最多的时期，从学术话语的变迁来看，它经历了1980年代的”反政治化的政治化”阶段，1990年代的”知识化和专业化”阶段，以及2000年代”超越知识的文化追求”阶段。这个过程，也是学术、政治和大众三大文化系统从浑沌一体，到分化独立，再到沟通对话并呈现出融合趋势的过程。为了把”超越知识的文化追求”落到实处，准确把握”理论与实践统一”的现实内涵及其实践方式，把严谨学理、宽厚知识与人文情怀、人文化探究和表达方式统一起来，以充分展现教育学的人文学特性，当是我们的可能选择之一。

The pedagogy in China experienced the rapidest and most fruitful development during the 30 years of Reform and Opening─up. In the aspect f the evolution of academic language， it experienced three phases， namely， t he phases of the “political trend of anti─political trend” in 1980s， “knowledge focus and specialization” in 1990s， and “the cultural pursue beyond knowledge“ in 2000s. It is also a process in which the academic， political and public systems shift from a status of muddy combination to differentiation and independence， then to communication and dialogue and present a trend of integration. To realize the “the cultural pursue beyond knowledge”， we should grasp the realistic meaning of “the unification of theory and practice”， unify the preciseness of academic theory， increasing knowledge， feeling of humanity， the exploration with a characteristics of humanity， and the way of expression， so that we can exhibit fully the humanity nature of pedagogy.