作　　者： (项贤明）;

机构地区： 南京师范大学教育科学学院,南京210097

出　　处： 《教育学报》 2017年第4期17-24,共8页

摘　　要： 科学需要实证,但实证并不必然导致科学。在包括教育科学在内的社会科学领域,无论是发现和描述客观事实,还是揭示不同事实之间的因果关系,抑或是描述和解释社会规律,实证方法都有其明显的局限性。由于人作为一种自为的存在物而与一般自然物的自在存在方式的根本不同,使得实证方法在社会科学领域无法获得其在自然科学领域的普遍有效性。教育科学的科学化发展之关键并不在于某种具体方法的运用,而在于其科学精神的建立。以经验事实为基础的基本概念体系的建立,一整套科学理性的论证方法的形成,一系列严密清晰的思维规则的确立,这是教育科学实现其科学化发展的三大关键任务。 Science needs positivist methods, but using positivist methods does not necessarily lead to science. In the field of social science, including the sciences of education, the positivist methods have its obvious limitations when it is used to discover and describe the objective facts, or to reveal the causal rela- tionship between different facts, or to describe and explain the laws of society. Because of the fundamental difference between the existence of human beings as a kind of existence-for-itself and the nature as a kind of existence-in-itself, the positivist methods in the field of social science cannot get its universal effective- ness as they do in the field of natural science. The key to the scientific development of educational sciences is not the application of a specific method, but the establishment of its scientific spirit. There are three key tasks of educational science to realize its scientific development： the establishment of a basic conceptual system based on empirical facts, the formation of a set of scientific and rational verifying methods, and the establishment of a series of strict and clear rules of thinking.

关 键 词： 教育科学 实证研究 学科建设 方法论