摘要
鉴于教育事业事关一代又一代未成年学生的健康成长,教育学原应保持一定的学科本色,但事实上,从建构教育学开始,直到如今,教育学反而越来越丧失本学科的特点,以致教育基调多变,导致教育实践当事人越来越无所适从。本文着重论述教育学学科性质淡化及其易受其他外围干扰的缘由,借此排除对教育学的干扰,以恢复教育的本来面目。
Because education plays a significant role in the development of minor students, pedagogy, as a discipline, is supposed to remain itself. In fact, pedagogy has increasingly lost its characteristics since the construction of pedagogy yet, leading to varied educational discourses and educational practitioners at a loss. This study focuses on the reason for the weakening of pedagogy’s nature and its vulnerability to peripheral interference and try to restore the original face of education by eliminating the interference to pedagogy.
作者
陈桂生
Chen Guisheng(Department of Education,East China Normal University,Shanghai 200062)
出处
《教育发展研究》
CSSCI
北大核心
2020年第4期1-4,共4页
Research in Educational Development
