摘要
布雷岑卡元教育学传入中国,得益于我国教育学研究者对提升教育学学科意识和增强学科自觉的迫切需求。布雷岑卡元教育学自1993年传入我国开始,经历了三个阶段,在不同阶段其传播内容、传播主体、传播特点等表现出不同的特征。布雷岑卡元教育学在中国的传播,需要研究者充分理解原文本,夯实传播根基;立足中国教育学建设,达成传播旨归;合理批判与创造性探索并行,深化传播影响。
Wolfgang Brezinka’s meta-pedagogy emerged in Germany in the 1970 s. Its introduction into China resulted from the promotion of pedagogical consciousness in pedagogy and the enhancement of subject consciousness. Since its introduction into China in 1993, the dissemination of contents, influences, subjects and features showed different characteristics in different stages. This dissemination requires a full understanding of the original text, and for the construction of China pedagogy, it also requires a rational critical reflection and creative exploration.
作者
侯怀银
许丽丽
Hou Huaiyin;Xu Lili(Institution of Education Science,Shanxi University,Taiyuan 030006,China;Faculty of Education,Southwest University,Chongqing 400715,China)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2019年第2期144-150,共7页
Journal of East China Normal University:Educational Sciences
关键词
布雷岑卡
元教育学
传播
反思
Wolfgang Brezinka
Meta-Pedagogy
Dissemination
Reflection
