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教育学作为一门学科在国内外有着不同的演变历程。赫尔巴特《普通教育学》的出版标志着教育学已经成为一门独立的学科在国外出现,而我国教育学作为一门独立学科发展要晚得多。教育学学科演变中值得关注的主要有教育学可否成为一门学科、教育学的科学性与艺术性、教育学的事实与价值等问题。中国教育学学科未来发展将朝着多学科渗透创生多元交叉学科、立足本土并轨国际教育学、立足实践发展教育理论、侧重从方法论角度寻找教育学研究的突破口等方向发展。 相似文献
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《British Journal of Educational Studies》2012,60(2):143-153
Abstract The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, both by the routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or kelp to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would‐be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. 相似文献
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The idiosyncrasy of national academic discourses in educational sciences and the flow of ideas between them is a topic that has inspired recent research, even though it has not been treated very exhaustively. This study presents some results of an investigation into German influences on the Spanish academic discourse in educational sciences between 1945 and 1990. Considering system theory as a tool, which makes it possible to widen the knowledge of educational science about itself, the research is based on the idea that all communications between scientists, who represent a certain discipline, constitute the core of a scientific discourse. In this perspective, scientific disciplines appear as social‐communicative networks of knowledge production, which regulate themselves. The basic element of communication, which produces and reproduces the self‐regulated context of the scientific discipline, is the publication. To that extent this study assumes that scientific reviews reflect truly the condition of a discipline and uses their analysis as a method to survey the possible influence of a national academic discourse on another, i.e. how certain ideas cross the boundaries of their own reference system. These assumptions constitute the background for the quantitative and qualitative analysis of two important Spanish reviews, the Revista Española de Pedagogía and the Revista de Educación. The register of all authors and titles of any article that contains the quotation of a German author, all quoted German authors and the titles of their works, all authors and titles related to German educational sciences and all reviews of books edited by German authors allows quantitative statements concerning the presence of German influences on Spanish academic discourse. Furthermore, the interpretation of some selected articles published by Spanish authors illustrates the quality of this reception. The analysis of these data shows as the most important result that the quantity and frequency of quotations of German authors in both Spanish reviews are positively related to the presence of a relatively small group of Spanish educationists among the authors of their articles. A prosopographic approach to these authors discovers that they share certain characteristics, such as for example high interest in German academic discourse, often due to longer stays at German universities. The interpretation of some selected articles identifies different types of reception of the German discourse. Besides a small number of articles that reflect the quoted ideas correctly in their context, there are a large number of studies that use the quotations of German literature only in order to strengthen their own point of view without regarding the original context of their sources. These cases shed light upon the structural differences between the German and Spanish academic discourse in educational sciences and illustrate the difficulties for the exchange of educational ideas between different national debates. 相似文献
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Richard E. Mayer 《Educational Psychology Review》1998,10(4):389-396
Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues. 相似文献
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Kathy Sylva 《牛津教育评论》2014,40(6):680-695
In the first volume of the Oxford Review of Education Jerome Bruner (1975) showed how the upbringing of the very young is influenced by poverty, and how different kinds of upbringing shape human development. He called the paper ‘Poverty and childhood’ and baldly stated ‘With respect to virtually any criterion of equal opportunity and equal access to opportunity, the children of the poor ... are plainly not getting as much schooling, or getting as much from their schooling as their middle-class age mates’ (p. 43). Since Bruner’s seminal paper, the developmental sciences have exploded. New insights from neuroscience, genetics and cognitive psychology have provided accounts of the developing architecture of the brain, the course of linguistic and cognitive development, and more recently the development of resilience. Most of these insights focus on the development of the child, but usually from research in the laboratory or in the context of the family. However, there is also a new literature on ways that environments outside the home can support or hinder the child’s development. This paper will attempt to integrate findings from the developmental sciences with educational research on pre-school education. The first half of the paper extends Bruner’s arguments through a discussion of possible mechanisms that underlie the link between poverty and under-achievement, especially the capacity to plan ahead. The second half of the paper focuses on the role of the ‘enabling environment’ of the pre-school in supporting the kinds of early ‘executive functions’ that will later underpin educational achievement. The paper concludes with recent findings from the ‘Effective Pre-school, Primary and Secondary Education’ research (EPPSE; Sylva, Melhuish, Sammons, Siraj, & Taggart, 2014) on the educational pathways of nearly 3000 English children. The findings show that high quality pre-school provided the foundation for academic learning, but the newest research shows that it also nurtured self-regulation and the executive skills needed in planning ahead. 相似文献
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神经科学的发展与教育心理学对教学与学习规律的不断追求,促成了基于脑的教育或教育神经科学的诞生。近期,一种实践取向的基于脑的教育被形容为教室里的神经科学,即采用神经科学的技术与方法来研究并解决某些真正来自教学实践中的问题。其研究现状集中体现在语言学习、阅读学习、数学学习与睡眠对记忆和学习的作用等四个方面。但是由于神经科学家与教育工作者在教学问题上的兴趣点存在差异,因此未来需要增进神经科学家、教育学家和一线教师三者之间的有效沟通以寻求改善。 相似文献
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While teachers and practitioners are increasingly expected to conduct research on their own practice, there is a lot of educational research that is not directly involved in practice. This often leads to unilateral research perspectives on educational practice. Therefore, this article calls for an alternative model of researching educational practice, summarised through the term ‘pedagogical science’. We argue that practical and normative theories that seek to improve educational practice should be combined with theories that aim to describe and explain. It is further argued that the combination of such perspectives and theories, a so-called stereoscopic point of view, can allow for a thorough and holistic investigation of educational practice. As part of this argumentation, the article addresses critical questions of various theoretical models of educational research, models that are being used in Scandinavian, European and Anglo-American research on educational practice. With reference to interdisciplinary models of educational research, such as educational sciences, learning sciences and Bildungswissenschaften, there are trends in which pedagogy is marginalised. Thus, the second argument of the article calls for placing pedagogy at the centre of knowledge production in a broad sense, after which pedagogy is made into a source of knowledge for pedagogical science, which sets forth to test and provide empirical support for pedagogy-based knowledge. 相似文献
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YAN Jian-zhang 《教育理论与实践》2007,(17)
教育管理学学科范式是指教育管理领域的社会共同体在进行教育管理研究时所遵循的一定模式。当前教育管理学学科范式现状表现为:支撑教育管理学学科发展的理论基础为人文社会科学相关理论;研究价值取向正由主客二元对立逐步向主客一元统一过渡、理论与实践松散结合;理论知识体系由相互争鸣到渐趋相似,但尚未统一;研究方法正由一维片面逐步向二维互补、多维融合过渡。在"大教育管理学"视野下,教育管理学学科范式将出现如下走向:理论基础将从人文社会科学理论走向复杂科学理论;研究价值取向将从由主客二元对立走向主客一元统一,从理论与实践松散结合走向理论与实践紧密结合;理论知识体系将从相互争鸣走向统一、系统的教育管理理论建构;研究方法将从一维片面走向二维互补、多维融合。 相似文献
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Herner Saeverot 《Educational theory》2021,71(1):113-128
This article searches for an autonomous discipline of education, one that is a self-governing discipline and exercises the right to organize its own activities and to make independent decisions. In undertaking this quest, it asks: how may education be organized to safeguard its autonomy so as to be able to generate strong and unique educational knowledge and theory? To address this question, Herner Saeverot argues for a conceptual structure comprising three interrelated perspectives: education as translation (ETN), education as task (ETK), and education as truth (ETH). These three perspectives are part of the overarching term “the science of education” (SE). While ETN translates knowledge from noneducational disciplines into educationally relevant knowledge, ETK produces distinct educational knowledge or theory directly from educational practice (EP). Through these processes, education can function as an autonomous and a self-governing discipline. However, more research is needed to identify what would be required for education to become a strong autonomous discipline. The reason for this is that ETK ultimately produces educational theory in a weak sense, that is, it yields knowledge structures that are too loose or poorly articulated to be designed as strong theory. Thus, ETH examines ETK to produce educational theory in a strong sense, in other words, knowledge that has undergone thorough scientific verification and theoretical substantiation. By way of this organization, educational theory is developed through (1) ETK as a firsthand experience in which practice-based knowledge and theory is derived directly from EP, and (2) ETH as a second-order observation of EP in which theory-based knowledge is derived indirectly from EP and directly from practice-based theory (ETK). 相似文献
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Katrin Hille 《Mind, Brain, and Education》2011,5(2):63-70
Bringing research into educational practice is necessary but does not happen automatically. The Transfercenter for Neuroscience and Learning, at the University of Ulm in Germany, is set up to transfer (neuro)scientific knowledge into educational practice. In doing so we have learned why this does not happen automatically, and have tried to make sure it happens anyway. We have realized that transferring research into educational practice needs a special research approach, which we suggest could be labeled “translational research” as seen in medical research. We have also realized that transfer requires a special type of scientist. We try to hire generalists who work and think interdisciplinarily and who are committed to providing a service to practitioners. Finally, we feel that neuroscience provides a possible foundation for learning sciences. 相似文献
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教育神经科学通过认知科学进行实验设计,利用fMRI和ERP等技术为我们打开了学习领域中关于刺激-反应模式之间的黑箱。将教育神经科学引入二语学习领域,对英语学习的敏感期、迁移机制、教学策略、思维方式等进行研究,具有非常重要的延伸和开拓意义。 相似文献
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Björn Norlin 《History of education》2016,45(3):263-284
This paper uses a specific phenomenon of early-modern education in Sweden, the school jail, as a point of departure for a broader analysis of educational policy in the areas of discipline and moral instruction. The paper demonstrates how the jail evolved as a part of a wider network of objects, pedagogical technologies and social routines in this area and how this gradually came to change. From being part of a disciplinary rationale leaning on public corporal punishment, the prison was successively set aside in favour of new symbolic and more productive forms of discipline. This process of modernisation also enforced spatial and material reconfigurations, as the classroom acquired a more prominent role as an arena for regulatory practice. The paper also suggests a shift of the general scope in formal policy from a religious frame of reference towards a more secular and independent positioning of schooling. 相似文献
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Alan Jenkins 《International Journal for Academic Development》2013,18(1):50-62
Abstract This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives. 相似文献
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David C. Geary 《Educational Psychology Review》1998,10(4):377-387
Byrnes and Fox (1998) provide a useful and important overview of the ways in which cognitive neuroscientific research can inform educational research and practice, but leave unanswered the question: What is the function of mind and brain? An understanding of the function of mind and brain has implications for research in cognitive neuroscience and in educational psychology, and a number of these implications are spelled out in this comment. 相似文献
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ABSTRACT In part 1 of this paper we presented the theory of an integrative geragogy. Integrative geragogy is a basic part of educational gerontology, dealing especially with the oldest of the old, mentally handicapped elderly people, and their potentials. In part 2 the context between theory and practice of an integrative geragogy shall be explained. We will discuss various types of geragogical interventions. First, the binding of personal, social and environmental aspects involved in all types of geragogical interventions are outlined. Second, geragogical implications at the old age have to be legitimated. The several ways of legitimating integrative geragogy will be expounded in order to justify the existence and intervention strategies of this discipline. Third, the paradigm of quality in relation to the integrative geragogy needs to be underlined. 相似文献
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教师教育改革的理论、模式与实践 总被引：2，自引：0，他引：2
武海顺 《山西师大学报(社会科学版)》2007,34(4):46-48
实现教师教育的专业化、职前职后的一体化是国际教师教育的发展趋势,进行教师教育改革既是建设创新型国家、实施人才强国战略的必然要求,也是教师教育市场开放态势下市场竞争和高等师范院校间综合实力竞技以及基础教育和学生就业双刃剑作用下的必然结果。从各师范大学的改革实践来看,教师教育的培养模式正趋于多样化。通过教师教育改革,可以实现教师教育与学科教育的相对独立,使教师教育与学科教育专业化;实现教师职前培养与职后培训一体化,使教师教育体系更加完整;实现教师教育资源的整合与共享,使教师教育资源发挥更大的效力;实现教育科学研究与服务社会的有机统一,使理论与实践的结合更加紧密;实现高等教育质量与基础教育质量的共同提高,使教师教育与基础教育形成联动关系;实现与国际教师教育高等院校合作,使教师教育办学形式国际化。 相似文献
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Jeong-Gil Woo 《Educational Philosophy and Theory》2019,51(11):1091-1105
AbstractThis study investigates the educational thought of Confucius with focus on the educational relationship in the Analects, which is a historical text that defines the foundations of Confucianism. The first part of the investigation examines Confucius’ concept of the educational relationship and how it is characterized with a dialogical spirit, which consists of worldly and secular human-orientedness, co-existentiality as a fundamental principle for educational practice, and dialogue to become an ideal ruler through self-discipline. The second stage of this study further examines the spirit of dialogue in the Analects with consideration of its historical–cultural context. Through this process, the study unravels the historical and cultural limitations of original Confucian educational thought for modern society and proposes a possible way to reengage Confucius’ educational value in today’s modern educational context. 相似文献
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比较教育:话语与权力 总被引：11，自引：0，他引：11
比较教育作为一门解释不同民族国家教育现象的教育学科 ,其话语实践总是同民族国家的社会文化紧密联系在一起。并且这种话语实践往往隐含着不同民族国家在教育科学乃至社会文化方面话语权力的争夺。通过分析研究本土生活中的日常生活层面的教育话语、本土教育实践中活跃的教育话语、民族传统教育理论中具有生命力的教育话语和民族交流本身产生的教育话语 ,进而使之体系化 ,探索并逐步建立兼具第三世界本土特色和国际通用性的比较教育话语体系 ,在教育和文化解殖民方面具有特殊的意义 相似文献