| 论中国教育人类学的学科意义 |
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| 引用本文： | 冯增俊,周红莉.论中国教育人类学的学科意义[J].当代教育与文化,2011(2):6-9. |
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| 作者姓名： | 冯增俊 周红莉 |
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| 作者单位： | 中山大学教育学院 |
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| 摘 要： | 改革开放以来,教育人类学在中国异军突起,以崭新的学科视野参与中国教育改革实践中逐步形成中国特点的学科意识,转变传统的教育研究范式和教育学科体系,推进中国教育学科转型,在创新中国教育模式的实践中发展新的教育学科体系。
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| 关 键 词： | 教育人类学 中国教育学 教育研究范式 |
On the Disciplinary Significance of Pedagogical Anthropology in China |
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| FENG Zeng-jun,ZHOU Hong-li.On the Disciplinary Significance of Pedagogical Anthropology in China[J].Contemporary Education and Culture,2011(2):6-9. |
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| Authors: | FENG Zeng-jun ZHOU Hong-li |
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| Institution: | (School of Education,Sun Yat-Sen University,Guangzhou,Guangdong,519001,PRC) |
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| Abstract: | Pedagogical Anthropology has witnessed a boost ever since the Reform and Opening in our country.In the process of participating in Chinese education reform,the discipline has not only established its own characteristic ideology,but also caused the shift in education research paradigm and changes in education system.It has become a driving force for the transition of Chinese education science,made great contribution to the construction of education discipline system in its practice of innovating Chinese educational pattern. |
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| Keywords: | Pedagogical Anthropology education in China education research paradigm |
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