作　　者： ;

机构地区： 华南师范大学

出　　处： 《教育研究》 2005年第9期15-19,共5页

摘　　要： 教育研究科学取向是教育研究从自在走向自由的自为存在。它通过认知教育世界、引导教育生活、创造教育理论提升自己的价值；借助于问题转化和主客体互动、逻辑自洽和经验证实建构教育理论和关注教育实践。由于固有的“悟性”特质和社会精神使然，中国传统文化明显缺乏科学意识，特别是科学精神。现代中国的教育研究需要倡导和培育科学思维和科学精神，以应对现代性的挑战。这就要求超越以传统道德理想主义的“天人合一”思想，而借助科学的中介实现教育研究“天人合一”之目的。 Educational research is now oriented from self-exlstence to the realm of freedom. Such transition is to raise the value of educational research by means of understanding educational world, guiding educational life and creating educational theory. Educational theories are developed and educational practice is paid due attention to with the assistance from the transition of problems, interaction of subject and object, logic-based self-interaction and experience-based authentication. Due to the natural substance of “comprehension” and social spirit, the Chinese traditions are obviously lacking in the sense of education science, especially the spirit of science. Therefore, the scientific thinking and scientific spirit should be advocated and cultivated in the practice of educational research in China so as to cope with challenges of modern society. In this regard, it is required to surpass the Chinese traditional idealistic idea that “man is an integral part of nature” and achieve the purpose of realizing “integration of man and nature” in educational research by taking science as the medium.

关 键 词： 教育研究 科学精神 科学取向 建构 “天人合一”思想 中国传统文化 道德理想主义 认知教育 教育生活 理论提升

分 类 号： [G40-03 G301]

领　　域： []