作 者: ;
机构地区: 浙江师范大学田家炳教育学院
出 处: 《浙江师范大学学报(社会科学版)》 2004年第5期95-98,共4页
摘 要: 独立形态的教育管理活动产生于现代社会,古代社会的教育管理思想只能是萌芽性的。从19世纪末到20世纪末这100年间,西方的教育管理及其研究,在实证主义和后实证主义方法论的标帜下,已走上多元并置和多元融合的理论化的科学之途,而中国的教育管理及其研究,虽也经历了世纪之旅,却还停留于形而上的思辩性的经验科学层面,远远落后于国外。 While the thoughts of education management in ancient times were merely in embryo, the independent practice of education management starts in the modern society. The 100 years between the end of the 19th century and the end of the 20th century witnessed the multiple juxtaposition and amalgamation of scientific theories in Western education management and its researches under the banner of positivistic and post-positivistic methodologies. Chinese education management and its researches are, however, lagging far behind as they remain metaphysical and empirical.