| 中国教育学的学术性格 |
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| 引用本文： | 王景.中国教育学的学术性格[J].江西教育科研,2010(8):12-13,23. |
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| 作者姓名： | 王景 |
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| 作者单位： | 西北师范大学教育学院,甘肃兰州,730070 |
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| 摘 要： | 中国教育学的思维框架和理论来源基本上是因袭西方教育学或哲学。然而,中国教育学学术性格的成型离不开历史文化的影响,可以说,教育学在学术性格的形成中继承了圣贤哲人＂圆融和合＂的研究哲学和＂六经注疏＂的治学传统,同时,近代中国的屈辱史也滋生出＂自我矮化＂学术情结。
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| 关 键 词： | 中国教育学 学术性格 文化传统 |
Academic Personality of Chinese Pedagogy |
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| Wang Jing.Academic Personality of Chinese Pedagogy[J].Jiangxi Educational Research,2010(8):12-13,23. |
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| Authors: | Wang Jing |
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| Institution: | Wang Jing(College of Education Science,Northwest Normal University,Lanzhou,Gansu 730070) |
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| Abstract: | The thinking frame and theoretical source of Chinese pedagogy follows Western pedagogy and philosophy on the whole.However,the formation of Chinese pedagogy＇s academic personality can＇t be separated from the influence of China＇s history and culture.We can say that academic personality of Chinese pedagogy succeeds to ancient sages＇ research philosophy of harmony and their study tradition of the commentary of six meridians,and at the same time the humiliated history of modern China brings about the appearance of the academic complex of self-downgrading. |
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| Keywords: | Chinese Pedagogy Academic Personality Cultural Tradition |
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