【作者】 任永泽；

【导师】 邬志辉；

【作者基本信息】 东北师范大学 ， 教育学原理， 2009， 博士

【摘要】 教育原本就是人类的一种生活样式,教育应该是朝着人的生存状态、为了人的生活价值和生命意义而存在的活动方式。教育知识(Pedagogical Knowledge)主要关涉着如何实际有效地引导人的真正成长,它具有很强的实践智慧与人文取向。教育知识给人们所提供的应该是有效的、具体的、机智灵活的实践知识,是各式各样的教育智慧。然现行的教育知识却缺乏生命意识、缺乏实践智慧、缺乏个性色彩。从教育知识的发展演变来看,近代以来,教育知识越来越走向技术化、效率化、工具化,以大面积提高成绩为最高目标,人(尤其是学生)成为这种知识的役使对象。在此境遇下,教育知识中的道德性、伦理性、生命性等问题凸显。教育知识迫切需要一种人文取向,需要一种道德性与伦理性的回归。由此,关注教育知识的性质遂成为改善教育实践、提升教育活动的本体性的价值追求,使教育在真正的教育意义上来进行便成为一种理论诉求与现实呼唤。教育知识性质的判断往往决定了教育的本质。对教育知识性质的不同认识对教育实践会产生不同的效果。教育知识的性质对教育活动、教育观念、教育制度等的影响是多方面多层次的。本来真实的教育知识在教育实践中被抽干、压扁,教育知识本身的性质被遮蔽。为此,探究教育知识的性质,以期能为教育知识存在的合理性与合法性找到切实可行的依据。本研究是一项教育实践变革与理论反思的研究。论文在对教育知识的发展、界定模式进行反思的基础上,讨论了教育知识与教育经验、教育目的、教育对象之间的关系,对教育知识进行了重新概念化。本文从教育知识概念本身入手,主要探讨了教育知识、教育知识性质的多重规定性及教育知识的性质与教师的教育实践。本文所作的只是一种初步的努力或尝试,即在理论层面论述教育知识的性质的对象规定性、意向规定性与经验规定性,在实践层面重点研究教育知识的性质与教师的智慧实践、生命实践与人文实践之间的关系。本文共分五部分。导论部分分析了研究问题、研究现状、研究意义、研究思路与方法,提出了研究的基本结构。第一章主要考察了教育知识的由来、发展、表现形态,分析了教育知识的界定模式,讨论了教育知识与教育经验、教育知识与教育目的、教育知识与教育对象的关系,在此基础上,对教育知识进行了重新概念化。第二章探讨了教育知识性质的对象规定性。第三章探讨了教育知识性质的意向规定性。第四章探讨了教育知识性质的经验规定性。第五章从教育实践的角度对教育知识性质与教师智慧实践作了分析。第六章从教育实践的角度对教育知识性质与教师生命实践与人文实践进行了探讨。结语部分简述了教育知识性质研究中的一些有待继续探索与思考的问题,并以之作为研究的新起点。研究方法的选择是由研究对象的特性决定的。问题本身决定方法的选择。本研究以“知识考古学”方法研究对象性质,借助考古学的方法,从源起之处如其所是地分析教育知识本性的发展与流变,探明教育知识生产与选择的内在机制。本研究的主要观点:第一,教育知识是教师如何开展教育实践活动的知识,教育经验是教育知识,教育知识受教育目的与教育对象的双重制约。第二,人是教育知识的出发点和归宿。对象规定性下的教育知识应具有发展性、个体性特征。第三,教育知识是主观的。教育知识是价值观的反映。意向规定性下的教育知识应具有人文性、道德性特征。第四,教育理论者生产的教育知识应源于教育实践场域中的理性判断,提供给教育实践工作者的应是实践的理性知识;教育实践工作者的教育知识应具有实践性、个体性、情境性、综合性、智慧性等特征。经验规定性下教育知识应具有实践性、情境性特征。更多还原

【Abstract】 Pedagogy is one kind of life style for humanity originally; pedagogy should be toward person’s survival condition, the active way that exists for person’s life value and the life significance. The pedagogical knowledge is primarily concerned with how people can guide the actual real growth effectively; it has the very strong practice wisdom and the humanities orientation. The pedagogical knowledge should be effective, concrete, flexible practical knowledge that provides all kinds of pedagogy wisdom to the people. However, the present pedagogical knowledge actually lacks consciousness of life, practice wisdom, individuality color. From the development and evolution of the pedagogical knowledge, the modern history, the pedagogical knowledge more and more moves toward technology, efficiency, and tools in order to improve large-scale score as the highest goal, the human (especially students) becomes the servitude object of this knowledge. Under this circumstances, the question and so on of moral, ethicality, vital of the pedagogical knowledge highlight. The pedagogical knowledge needs one humanistic orientation urgently, needs one kind of moral and ethicality to return. From this, the attention about the nature of the pedagogical knowledge then becomes the improvement to pedagogical practice, the promotion to pedagogical activity of the ontology of values, causes pedagogy to carry on in the true pedagogical meaning then becomes one kind of theory demand and reality call. The judgment about the nature of the pedagogical knowledge is determined by the nature of pedagogy. Different understanding about the nature of the pedagogical knowledge can produce the different results to pedagogical practice. The influence on the nature of the pedagogical knowledge to the pedagogical activity, the pedagogical idea, the pedagogical system and so on are many levels. The real pedagogical knowledge in pedagogical practices has been drained and squashed, the nature of the pedagogical knowledge itself is obscured. Therefore, inquiring into the nature of the pedagogical knowledge, to find a basis for the nature of the pedagogical knowledge with a view to exist for the reasonableness and legitimacy.This research is a study on the change of pedagogical practice and the reflection of pedagogical theory. The dissertation to the development of the pedagogical knowledge, the limits pattern carries on the reflection in the foundation, discusses the relations between the pedagogical knowledge and the pedagogical experience, the pedagogical purpose, the pedagogical object, regeneralizes the pedagogical knowledge. This dissertation obtains from the pedagogical knowledge concept itself, discusses mainly the pedagogical knowledge, the multiple regulated of the nature of the pedagogical knowledge and the nature of the pedagogical knowledge and teacher’s pedagogical practice. This dissertation is only one kind preliminary diligently or attempt, that is, at the theoretical level elaborate object regulated, intention regulated and experience regulated of the nature of the pedagogical knowledge, at the practical level focus on the relations of the nature of the pedagogical knowledge and between teacher’s wisdom practice, life practice and humanities practice.This dissertation is divided into five parts. The Introduction to part analyses the research question, the research present situation, the research significance, the research ideas and method, propose the basic structure of the research. The first chapter mainly inspects the origin, the development, the performance shape of the pedagogical knowledge, analyses the limits pattern of the pedagogical knowledge, discuss the relationship between the pedagogical knowledge and the pedagogical experience, the pedagogical knowledge and the pedagogical purpose, the pedagogical knowledge and the pedagogical object, based on this, regeneralizes the pedagogical knowledge. The second chapter discusses the object regulated of the nature of the pedagogical knowledge. The third chapter discusses the intention regulated of the nature of the pedagogical knowledge. The fourth chapter discusses the experience regulated of the nature of the pedagogical knowledge. The fifth chapter analyses the nature of the pedagogical knowledge and the wisdom practice of teacher from the perspective of pedagogical practice. The sixth chapter carries on the discussion the nature of the pedagogical knowledge and the life practice and the humanities practice of teacher from the perspective of pedagogical practice. The conclusion part summarize the research of the nature of the pedagogical knowledge that waiting for continuing to explore and ponder questions, and as a new starting point for research.The choice of research methods is the object of study characteristic by the decision. The question itself decides the choice of the method. This research study object nature by the method of“The Archeology of Knowledge”, with the aid of the archaeology method, from the source of the analysis such as it is the development and evolution of the nature of the pedagogical knowledge, proving the intrinsic mechanism of the production and choice of the pedagogical knowledge.In this study, the main opinion: First, the pedagogical knowledge is the knowledge that the teacher how to carry out practice, the pedagogical experience is the pedagogical knowledge, the pedagogical knowledge is double restricted by the pedagogical purpose and the pedagogical object. Second, the human is starting point and the home to return of the pedagogical knowledge. The pedagogical knowledge under the object regulated should have the developmental and individual characteristics. Third, the pedagogical knowledge is subjective. The pedagogical knowledge is a reflection of values. The pedagogical knowledge under the intention regulated should have the humanity, the moral characteristic. Fourth, the production of the pedagogical knowledge by the pedagogical theorists should stem from the rational judgment in the field territory of pedagogical practitioners, provide the practice rational knowledge for pedagogical practices. The pedagogical knowledge of pedagogical practitioners should have the practicality, the individual, the comprehensive, the wise characteristics and so on. The pedagogical knowledge under experiences regulated should be practical, situational characteristics.更多还原