作　　者： ;

机构地区： 华南师范大学

出　　处： 《华南理工大学学报（社会科学版）》 2013年第4期114-119,129,共7页

摘　　要： 国内外的教育学深受困扰,其科学性和有用性不断受到质疑,在学科之林中处于弱势地位。功能失灵是教育学备受指责的根本原因,主要表现在教育学的理论性不强、实效性不显、依附性太大和教育研究的可替代性等四个方面。采取衡平法则,可望给教育学赢得尊严,相应路径是学科融合,减少教育研究的他律现象;回归生活,重视教育学的人文关怀;拓宽视野,探索多方联动机制;致力于问题解决,提高教育学的实践指导能力。 Educational research at home and abroad has always been troubled, whose scientific degree constantly being questioned. Pedagogy is regarded as an inferior subject which is in a weak position among the many subjects. Pedagogy is criticized because of malfunction, which mainly includes four aspects： the theory of pedagogy is not sufficient, effectiveness is not obvious, and too much dependence and substitutability of educational research. If we take the equity rules, pedagogy is expected to win the dignity. The corresponding path is the integration of sub- jects, to reduce the heteronomy phenomenon in educational research; to return to life and emphasize the humane care ; to broaden their horizons and base on the localization of education by adopting a more ＂by bottom - up ＂per- spective; and commit to problem solving and improve practical guidance to education.

关 键 词： 教育学 弱势地位 他律现象 功能失灵 衡平法则

领　　域： [文化科学] [文化科学] [文化科学]