摘要
研究教育理论与实践关系发生的机理在于合理地认定双方主体的知识身份。要使教育理论知识活性化,在教育理论研究者与实际工作者之间确立知识分享的理念是必需的,这也是破解教育理论与实践关系的一条重要的知识理路。而对于教育理论研究中“普遍主义”的消解是被一种叫做“地方性知识”的知识观来完成的。在当前的情形下,对教育理论“普遍主义”的“合法化”消解就是教育理论流派的创生。
To study mechanism of the relationship between educational theory and practice is to cognize the knowledge identity of the subject of both sides reasonably. To activate the educational theoretical knowledge, it is necessary to establish the concept of knowledge sharing between the educational theory researchers and the practice workers, which is also a knowledgeable way to explain and understand the relationship between educational theory and practice. However, the dispelling of the universalism in the educational theoretical research is accomplished by a kind of knowledge outlook called ＂local knowledge＂. In the current circumstances, the legalized dispelling of educational theoretical universalism is the creation of educational theory schools.
出处
《教育研究》
CSSCI
北大核心
2007年第4期61-65,共5页
Educational Research
基金
全国教育科学"十五"规划教育部重点课题(青年专项)"教学理论研究中的知识问题--教学知识的地方性建构"(课题批准号:EAA030403)的研究成果。
关键词
教育理论
教育实践
教育研究
知识向度
educational theory, educational practice, educational research, knowledge orientation
作者简介
王兆璟 教育部人文社会科学重点研究基地西北少数民族教育发展研究中心副研究员，西北师范大学学报编辑部副编审、博士（兰州730070）
