| 教育学的出路何在：创建新教育学 |
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| 引用本文： | 杨开城.教育学的出路何在：创建新教育学[J].现代远程教育研究,2014(6):26-33. |
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| 作者姓名： | 杨开城 |
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| 作者单位： | 北京师范大学教育学部教育技术学院; 教育信息技术协同创新中心 北京100875 |
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| 摘 要： | 教育学无法成为学科主要是因为找错了研究对象。＂目标-手段-结果＂是教育实践的整体框架。如果我们把＂手段＂完整地理解为教育系统,这个系统既是其他学科无法研究的对象,也隐含着对教育的整体理解。在教育系统中,任何局部的信息处理和交互都可以由心理学、社会学等学科解释,但是整个教育系统何以能够具有达到具体教育目标的功能只能由教育学系统机制来解释。研究教育系统能够发展出科学与技术知识,这些知识能提升从教者对教育的理解力和行动力。因此,教育系统是教育学的研究对象,而这种教育学不再是教育术语意义上的教育学,而是新教育学。新教育学包含教育技术学、教育现象学、教育价值学三个分支,主张践行以设计为中心的研究范式。新教育学不宣布一般的教育目的是什么,而是为制定清晰合理的教育目的和目标提供理论支撑;不关注泛泛的方法模式,而关注如何具体问题具体分析地设计教育系统以达到具体的目标;不关注有效性,而关注教育实践中的一致性;不关注人成长和社会发展的规律,而关注教育自身的规律;不关注实践的成功,而关注教育系统的缺陷。新教育学作为后发学科虽已开始,但其走向实践,转化为教育生产力的路还很长,至少需要在人员素质、实情数据以及软件工具等多方面做好准备。
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| 关 键 词： | 教育学 研究对象 教育系统 以设计为中心的研究 研究范式 新教育学 |
To Construct the Educology:The Only Way out of Pedagogy |
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| Yang Kaicheng.To Construct the Educology:The Only Way out of Pedagogy[J].Modern Distance Education Research,2014(6):26-33. |
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| Authors: | Yang Kaicheng |
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| Institution: | Yang Kaicheng |
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| Abstract: | Pedagogy can＇t be a discipline because of its wrong research objects. In the unitary framework ＂objectives-means-outcomes＂ of education practice, means can be defined as an educational system which can＇t beexplored by other disciplines and can provide a unitary vision for education. Psychology and sociology can be usedto explain the processing and interaction of local information in an education system, while functions aimed forspecific objectives of the system only can be explained by educology. Science and technology, which promoteseducators＇ ability of understanding and acting in educational practices, can be created by exploring an educationsystem. Therefore, an educational system is the research object of education discipline which is called not pedagogy,but educology. Educology, embracing educational technology, science of educational phenomenon and science ofeducational values, advocates the DCR which means Design-Centered Research. It doesn＇t claim what the terminaleducation aim is, but provides theoretical framework for the clear and rational education objectives. It doesn＇t focuson the methods and models, but designing the educational system based on real conditions; it also doesn＇t focus oneffectiveness, but consistency in education. It doesn＇t care about the laws of human growth and development ofsociety, but the laws of education itself; it also doesn＇t care about success in practices, but defects of educationalsystem. Too much work is still needed to develop such an educology because it can be applied in educationalpractice only when we have professional educator teams, data bases of real conditions and corresponding softwaretools. |
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| Keywords: | Pedagogy Research Object Educational System DCR (Design-Centered Research) Educology Research Paradigm |
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