【作者】 高鹏；

【导师】 杨兆山；

【作者基本信息】 东北师范大学 ， 教育学原理， 2014， 博士

【摘要】 追求学科知识的科学化，是人类理论思维的重要价值取向。教育学的科学化不是一个自发的、自然的实现过程，更需要理论的自觉，它是人类对教育实践活动的认识不断深化的必然结果，教育学科发展的历程充分表明，教育学知识的科学化，有助于提升教育学学科的科学化水平，增强教育学理论对教育实践的解释力和指导力。教育学科学化问题基于两方面思考：其一，我国教育学就理论建设本身而言远未“科学”，更遑论“科学主义”，我国教育学面对的是一个“前现代”的“待科学化”的问题，“科学化”的不足不仅造成理论的困扰，也造成实践的混乱；其二，对西方现代教育哲学思潮（包括“后现代主义”）的引介移植固然有其合理性，但以其作为理论工具来研究我国教育问题，其科学性与合理性本身就是一个需要证明的问题，相对简单化的理论解读除了鼓动起一些理论的喧嚣外，对教育实践的影响其实是极其有限的。当前教育研究的问题意识很大程度上是“错位”的，试图以“后现代”的理论去解决一个“前现代”的问题，造成对教育学科学化的忽视。没有建构，便要解构，教育学界给自己制造了一个虚置的问题。对现代性与科学化的警惕，是一个理论误区，是从里面跳出来的时候了。本研究认为，教育学知识科学化是建设“科学教育学”的基本前提和切入点。而教育学科学化程度的基本标志首先是逻辑清晰、表述严谨的知识系统。“科学教育学”是具有自身的“独特研究对象”、“恰切研究方法”、“专门概念和命题”、“准确话语陈述方式”以及“合理逻辑结构”的严整学科。本研究就是尝试从“对象论”、“方法论”和“语言论”等为逻辑线索展开论述。教育学知识科学化的前提是明确教育学研究对象。学界主要有四种研究对象观：教育事实观、教育现象及其规律观、教育现象观以及教育问题观。本研究认为，“教育现象”是教育学的研究对象，它彰显了教育学的学科独特性、具有高度概括性及研究话题的公共性，并限定了教育学的研究范围。教育学知识科学化需要适切的方法论指导。教育学知识方法论的多元化趋势虽有助于教育学知识的拓展与深化，但其方法论的选择要坚持以研究对象为中心的一元标准，确保教育学知识生产的方法论适用于“教育学的研究对象”、适用于“具体的研究对象”、适用于“本土的研究对象”。教育学知识科学化的重要标志是教育语言的科学化。理论思维通过语言来把握教育存在，对教育学的基本概念范畴和命题做规范化的陈述，才能加强学科内部的理论对话，打通教育理论研究者与实践者之间的壁垒，赋予理论以实践的活力，教育学知识科学化才是可能的。更多还原

【Abstract】 The pursuit of the scientification of discipline knowledge, is one of the most importantvalue orientation in the theoretical thinking. The scientification of Pedagogy is not aspontaneous and natural process, and it needs the theoretical consciousness, which can beseen as the inevitable result of the deepening understanding about educational practice. Theprocess of the scientification of Pedagogy shows that the scientification of Pedagogyknowledge can help promote the scientific level of Pedagogy, and enhance the explanatorypower of Pedagogy theory of education practice and guidance.The thinking about the scientification of Pedagogy based on two aspects: First, theconstruction of the Pedagogy in China is far from “science”, and let alone “scientism”. ThePedagogy in China is facing the pre-modern problems which need scientification, and themnot only cause the perplex of the theory, but also bring the disorder of the practice; Second,the introduction and transplantation of the ideological trend of modern western educationphilosophy(including “postmodernism”) is reasonable, but we need prove that the scientificityand rationality of taking western theories as theoretical tools for studying the problem ofeducation in our country. The simplistic interpretation of the western theories only can incurtheoretical sensation, while its influence on education practice is extremely limited. Theproblem consciousness in the current educational research is largely “dislocation”, whichwants to take “postmodern” theory to solve the problem of “pre-modern”, and it brings theneglect of the scientification of Pedagogy. If we don’t have construction, we needdeconstruction, and the education community make a fake problem. It is a misunderstandingof the precaution of the modernity and scientification, and it is the time jump out from theinside.The scientification of Pedagogy knowledge is the basic premise and starting point of“scientific Pedagogy”. And the knowledge having clear logic and the exact expression is thebasic mark of the degree of the scientification of Pedagogy. The “scientific Pedagogy” is arigid discipline which has “unique research object”,“proper research methods”,“specialconcepts and propositions”,“accurate statements” and “reasonable logic structure”. Thisresearch is taking “object theory”,“methodology” and “language” as its logical clue.The explicit research object of Pedagogy is the premise of the scientification ofPedagogy knowledge. The main opinions about the research object of Pedagogy in China arethe view of educational fact, the view of educational phenomenon and rule, the view ofeducational phenomenon and the view of educational issue. This research deduces thateducational phenomenon is the research object of Pedagogy, because the educational phenomenon reflects the uniqueness of the Pedagogy, has high generality and reflects thepublic nature of research topic, as well as limit the Pedagogy research scope.The scientification of Pedagogy knowledge needs the guide of the adapt researchmethodology. The diversification trend of the methodology for the pedagogy knowledgeproduction will help expand and deepen knowledge of pedagogy, but we should insist thestandard which is centered on research object, and insure the methodology for the Pedagogyknowledge production can be applied to the “Pedagogy research object”,“specific researchobject” and “native research object”.The scientification of Pedagogy language is the mark of the scientification of Pedagogyknowledge. Theory thinking grasps the education practice through language. Only by thecanonical expression of the basic concepts and propositions in Pedagogy can strengthen thetheoretical dialogues in Pedagogy, and dispel the barriers between the educational theoryresearchers and the practitioners, give the vitality of practice for the theories, and thepossibility for the scientification of Pedagogy knowledge.更多还原