| 回归实践:教育学学科立场的自我意识 |
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| 引用本文： | 张立新.回归实践:教育学学科立场的自我意识[J].安徽教育学院学报,2006,24(1):101-103,107. |
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| 作者姓名： | 张立新 |
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| 作者单位： | 华东师范大学,教育学系,上海,200062 |
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| 摘 要： | 一门学科发展的自控程度与它的“自我意识”密切相关。教育学的学科立场并非体现在处处以教育学为形式的话语中心,而是在教育学理论的框架内,以丰富而复杂的教育实践作为思考的内核性问题,形成强烈的自我意识,实现专业自主和自觉的专业问责。教育实践是教育学学科立场的核心基点。
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| 关 键 词： | 教育学 学科立场 自我意识 教育实践 |
| 文章编号： | 1001-5116（2006）01-0101-03 |
| 收稿时间： | 2005-11-20 |
| 修稿时间： | 2005-11-20 |
Returning to Practice: the Self-awareness of the Standpoint of the Pedagogical Discipline |
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| ZHANG Li-xin.Returning to Practice: the Self-awareness of the Standpoint of the Pedagogical Discipline[J].Journal of Anhui Institute of Education,2006,24(1):101-103,107. |
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| Authors: | ZHANG Li-xin |
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| Institution: | Department of Education, East China Normal University , Shanghai 200062, China |
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| Abstract: | The relationship between self-controlling and "self-awareness" of a discipline development is closel y interrelated.The disciplinary standpoint of education study(pedagogical discipline) does not materialize in the center of the discourse with the format of pedagogy,but in the framework of pedagogical theory.The rich and complex educational practice serves as the kernel issues of contemplation and fashion the intense self-awareness to realize the independence of specialty and responsibility of specialty.Educational practice is the kernel starting point for the educational disciplinary standpoint. |
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| Keywords: | Pedagogy disciplinary standpoint self-awareness educational practice |
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