“学校的教育观念”:概念界定与研究路径分析

发布时间：2018-05-02 11:44

  本文选题：教育观念 + 学校　； 参考：《四川师范大学学报(社会科学版)》2016年05期

【摘要】：除了宏观上位的哲学意义的教育观念和微观下位的心理学意义的教育观念外,还应有社会学等学科意义的教育观念。三种不同意义的教育观念的主要持有者,大致对应着教育精英、草根教育工作者与位于两者之间的"学校中层"三个不同的群体。宏观和微观意义的教育观念表达分别代表着社会与个体,而中观意义的教育观念表达则代表着学校,是"学校的教育观念"。依据对"学校"的理解的差异,可以对"学校的教育观念"做出概念界定。而对学校的教育观念的研究则会有助于打通教育观念的宏观研究和微观研究的分立,促进教育研究者与领导者、"学校中层"、草根教师之间的合作;从传播学内容分析、思想史与观念史、文化社会学与文化研究三条路径出发,对学校的教育观念的不同主题展开研究,则是重要的研究途径。
[Abstract]:In addition to the educational concept of the philosophical meaning of macroscopical level and the educational concept of psychological significance of microcosmic level, there should also be the educational concept of sociology and other disciplines. The main holders of three different educational concepts correspond to three different groups: the educational elite, the grassroots educators and the "middle school" located between them. The expression of macroscopic and microcosmic educational concepts represents the society and the individual respectively, while the expression of the educational concept of the meso-meaning represents the school, which is "the educational concept of the school". According to the different understanding of school, the concept of school education can be defined. On the other hand, the research on the educational concept of school will help to break up the separation of macro and micro research on educational concept, promote the cooperation between educational researchers and leaders, "middle school" and grassroots teachers; analyze the content of communication. The history of thought and idea, the sociology of culture and the study of culture are the important ways to study the different themes of the school's educational concept.
【作者单位】： 东北师范大学教育学部;白城师范学院教育科学学院;
【分类号】：G40
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本文编号：1833731