作　　者： ;

机构地区： 华南师范大学教育科学学院

出　　处： 《现代大学教育》 2014年第2期85-90,113,共6页

摘　　要： 长期以来,我国教育学研究者具有浓厚的"学科情结"。这种情结深深地扎根于教育学的地位窘境,它使大量的教育学研究生陷入迷惘和尴尬之中。笔者通过回顾和反思自身八年研习教育学的经历后认为,教育学的地位困境是一个世界性问题;教育学知识在积累、独立性、逻辑特征等方面的独特性决定了它的"宿命"。教育学研究者一方面应意识到基础学科的价值和局限,并至少掌握一门基础学科;另一方面应认识到教育学的价值和限度,努力贡献出自己的洞见,从而树立学科自信。 Educational researchers have long been plagued by the widespread skepticism about the value and status of educology as an independent discipline. Many graduate students majoring in educology also feel rather confused and uneasy about that. Looking back on his own experience of studying as an education major for the past eight years,the author realized that the ambiguity over the status of educology derives from its own special characteristics in knowledge accumulation and argument construction. Therefore,educational researchers should be aware of both the merits and limitations of those basic disciplines,trying to obtain a thorough understanding of at least one of them. On the other hand,they should also understand the merits and limitations of educology itself,trying to throw their own insights and help improve the status of educology as an academic discipline.

关 键 词： 教育学 教育学研究生 学科情结 学科地位

领　　域： [文化科学] [文化科学]