教育理论对教育实践的功能
发布时间：2018-08-18 11:11
【摘要】： 教育理论指导教育实践一直被视为是教育理论应有之义,而教育实践被教育理论所指导,也一直被视为是教育实践具有合理性的必然前提。笔者以为,此观点其实是将教育理论、教育实践简单地视为理论、实践的具体化,而人们对理论、实践的认识又往往是以自然科学理论、技术实践为标准的。因此,笔者认为应从理论、实践内涵演变的历史过程中来看教育理论和教育实践及二者之间的关系。教育理论是一种实践之知,是教育理论研究者在自身已有知识、经验的基础上对教育实践的理解；教育理论是一种知识,但并非方法论知识,而是一种存在性的知识。教育实践是实践者生活的一种方式；是以自身为目的的、追求善的活动；所针对的是具体的、完整的个体,而不是人的类本质。二者之间是一种平等的相互理解的关系。 根据本文对教育理论、教育实践及其关系的认识,笔者以为教育理论对教育实践的功能主要表现为三个方面。 首先,教育理论给教育实践者以启发。此处所说的“启发”是一种没有预设的启发,是教育实践者从教育理论的文本中自己获得某种启发,所以也就区别于教育理论指导实践。 其次,教育理论帮助教育实践者进行反思。本文所说的“反思”并非是二元认识论的批判性反思,而是一种解释学反思。之所以说教育理论可帮助教育实践进行反思,原因主要在于教育理论只是一种理论逻辑,所导致的不是人的行动,而是人的思维。教育理论有利于增强教育实践者反思的自觉性；有助于提高教育实践者反思的能力和水平。 最后,教育理论对教育实践者价值选择的导向作用。价值即人的本质的实现,而价值选择就是人的生存方式,人的一生就是一个进行价值选择的过程。同时,教育理论和教育实践都是理论研究者、实践者价值观的一种表达。所以教育理论对实践实践者价值选择存在着一种导向作用,并且有助于提高实践者价值选择的能力。 当然,教育理论对教育实践的功能会受到来自实践者自身素质、教育政策及对教育本质认识等因素的影响。
[Abstract]:Educational theory guiding educational practice has always been regarded as the proper meaning of educational theory, and educational practice has always been regarded as an inevitable prerequisite for the rationality of educational practice. The author thinks that this viewpoint actually regards educational theory and educational practice simply as theory and concrete practice, and people's understanding of theory and practice is often based on natural science theory and technical practice. Therefore, the author believes that education theory, educational practice and their relationship should be viewed from the historical process of the evolution of the connotation of theory and practice. Educational theory is a kind of practical knowledge, it is the understanding of educational practice on the basis of their own knowledge and experience. Educational theory is a kind of knowledge, but not methodological knowledge, but a kind of existential knowledge. Educational practice is a way of life for practitioners; it is an activity of pursuing good for its own purpose; it is aimed at concrete and complete individuals, not the nature of human beings. There is an equal and mutual understanding between the two. According to the author's understanding of educational theory, educational practice and their relations, the author thinks that the function of educational theory to educational practice is mainly manifested in three aspects. First, educational theory enlightens educational practitioners. The "inspiration" here is a kind of inspiration without presupposition, which is that the educational practitioner obtains some inspiration from the text of the educational theory, so it is different from the educational theory to guide the practice. Secondly, educational theory helps educational practitioners to reflect. "reflection" is not a critical reflection of dualistic epistemology, but a hermeneutic reflection. The reason why educational theory can help educational practice to reflect is that educational theory is only a kind of theoretical logic, which leads not to human action, but to human thinking. Educational theory is helpful to strengthen the consciousness of reflection of educational practitioners, and to improve the ability and level of reflection of educational practitioners. Finally, the guiding role of educational theory on the value choice of educational practitioners. Value is the realization of man's essence, and value choice is man's way of living, and man's life is a process of value selection. At the same time, educational theory and educational practice are an expression of the values of theoretical researchers and practitioners. Therefore, educational theory has a guiding effect on the value choice of practitioners, and it helps to improve the ability of value choice of practitioners. Of course, the function of educational theory on educational practice will be influenced by the quality of the practitioner, the educational policy and the understanding of the essence of education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40
本文编号：2189290
[Abstract]:Educational theory guiding educational practice has always been regarded as the proper meaning of educational theory, and educational practice has always been regarded as an inevitable prerequisite for the rationality of educational practice. The author thinks that this viewpoint actually regards educational theory and educational practice simply as theory and concrete practice, and people's understanding of theory and practice is often based on natural science theory and technical practice. Therefore, the author believes that education theory, educational practice and their relationship should be viewed from the historical process of the evolution of the connotation of theory and practice. Educational theory is a kind of practical knowledge, it is the understanding of educational practice on the basis of their own knowledge and experience. Educational theory is a kind of knowledge, but not methodological knowledge, but a kind of existential knowledge. Educational practice is a way of life for practitioners; it is an activity of pursuing good for its own purpose; it is aimed at concrete and complete individuals, not the nature of human beings. There is an equal and mutual understanding between the two. According to the author's understanding of educational theory, educational practice and their relations, the author thinks that the function of educational theory to educational practice is mainly manifested in three aspects. First, educational theory enlightens educational practitioners. The "inspiration" here is a kind of inspiration without presupposition, which is that the educational practitioner obtains some inspiration from the text of the educational theory, so it is different from the educational theory to guide the practice. Secondly, educational theory helps educational practitioners to reflect. "reflection" is not a critical reflection of dualistic epistemology, but a hermeneutic reflection. The reason why educational theory can help educational practice to reflect is that educational theory is only a kind of theoretical logic, which leads not to human action, but to human thinking. Educational theory is helpful to strengthen the consciousness of reflection of educational practitioners, and to improve the ability and level of reflection of educational practitioners. Finally, the guiding role of educational theory on the value choice of educational practitioners. Value is the realization of man's essence, and value choice is man's way of living, and man's life is a process of value selection. At the same time, educational theory and educational practice are an expression of the values of theoretical researchers and practitioners. Therefore, educational theory has a guiding effect on the value choice of practitioners, and it helps to improve the ability of value choice of practitioners. Of course, the function of educational theory on educational practice will be influenced by the quality of the practitioner, the educational policy and the understanding of the essence of education.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G40
【引证文献】
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1 李忠东;;对话学习——学校教育心理的新趋向[J];内蒙古师范大学学报(教育科学版);2012年10期
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相关博士学位论文 前1条
1 董吉贺;论“负面”教育的意义[D];华东师范大学;2011年
相关硕士学位论文 前1条
1 郭庆玲;大学生职业性向测评维度与就业岗位匹配研究[D];山东大学;2012年
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