摘要
规避对教育定义的各种错误应用,是确保在教育学领域进行有效知识生产的一个前提。在《教育的语言》当中,谢弗勒把教育定义区分为三类,进而逐一分析各自的功能和评判标准。据此,可以对当前研究中教育定义的实际使用情况做出评判。基于谢弗勒分析工作的六项推论,可以发现教育研究在定义使用上的常见陷阱:有相同定义项的不同研究,研究结论未必有可比性;约定型定义的定义项,无法建立稳定的研究结论;辞源分析不能确定被定义项用法,只能表明其有过某种用法;操作定义免受前期用法约束,这种便利往往被滥用;反映前期用法的准确程度,无法证成或证伪一个行动规划;对概念用法的准确描述,不能证成推导出来的行动规划。认识并规避这些教育定义的陷阱,可以提升教育研究和教育讨论的品质,推动教育学领域的知识生产。
Avoiding various misapplications of educational definitions is a prerequisite for effective knowledge production in the field of pedagogy.In The Language of Education,Scheffler divided educational definitions into three categories and analyzed their functions and criteria.According to this,we can judge the actual use of educational definitions in current studies.Based on the six inferences from Scheffler's analysis,we can find the following common pitfalls in the use of educational definitions in educational research:Different studies with the same definition may not yield comparable conclusions;a defined item from a stipulative definition cannot establish stable research conclusions;an etymological analysis,which cannot determine the use of a defined item,can merely indicate that it was used in some way;an operational definition is not constrained by previous usages,but this convenience is often abused;the reflection of the accuracy of previous usages cannot help to justify or falsify an action plan;and an accurate description of conceptual usages cannot justify an action plan inferred.Understanding and avoiding these pitfalls in educational definitions helps to improve the quality of educational research and discussions,and promote knowledge production in the field of pedagogy.
作者
丁道勇
Ding Daoyong(the Faculty of Education,Beijing Normal University,Beijing 100875)
出处
《教育研究》
CSSCI
北大核心
2024年第9期65-75,共11页
Educational Research
基金
北京师范大学基础教育发展管理部资助。
关键词
谢弗勒
教育定义
约定型定义
描述型定义
规划型定义
Israel Scheffler
educational definition
stipulative definition
descriptive definition
programmatic definition
作者简介
丁道勇,北京师范大学教育学部副教授(北京100875)。
