| “教育理论指导实践”命题的再追问——从命题合理度、作用机制的角度进行分析 |
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| 引用本文： | 彭泽平.“教育理论指导实践”命题的再追问——从命题合理度、作用机制的角度进行分析[J].教育理论与实践,2002(9). |
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| 作者姓名： | 彭泽平 |
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| 作者单位： | 西南师范大学教育科学学院 重庆邮编400715 |
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| 摘 要： | “教育理论指导实践”命题暗含着诸多的前提,是一个有阈限的命题。教育理论对实践的“指导”也仅仅限于理论有启迪实践者、拓展实践者认识的可能。教育理论对实践的意义取决于理论本身和教育实践工作者两方面的因素,对这一命题简单、肤浅的理解和套用必然使教育实践遭致伤害。
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| 关 键 词： | 教育理论 指导 教育实践 |
Reconsidering the Proposition of Educational Theory Guiding Educational Practice of the Preposition |
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| PENG Ze-ping.Reconsidering the Proposition of Educational Theory Guiding Educational Practice of the Preposition[J].Theory and Practice of Education,2002(9). |
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| Authors: | PENG Ze-ping |
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| Abstract: | The proposition of educational theory guiding educational practice implies many prerequisites and its function is only restricted to the possibility of enlightening practitioners and expanding their knowledge. What educational theory mean to practice depends on the theory itself and practitioners. Therefore, a simple and superficial understanding and mechanical application of the proposition will inevitably harm the educational practice. |
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| Keywords: | educational theory guide educational practice |
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