| 714 | 5 | 294 |
| 下载次数 | 被引频次 | 阅读次数 |
教育研究在美国历史上的地位历经了一个曲折的演变过程。本文基于生成论的视角,不仅从历时态的角度纵向追踪教育研究在美国历史上的地位演变历程,还从共时态的角度横向审视教育研究在不同历史时期的阶段性特征。发现由于受各种因素的综合影响,教育研究在美国的地位经历了质疑与歧视、尊重与接纳、信赖与显赫、理解与认同等四次大的演变,在不同的历史时期分别呈现出投错母胎的"婴儿"、教育学者的"喉舌"、国防试验的"尖兵"和跨界互融中走向成熟等各不相同的阶段性特征。分析教育研究在美国历史上的地位演变历程与特征,期望能为提高我国教育研究的地位提供有益启示。
Abstract：The status of educational research has undergone a tortuous evolutionary process inAmerican history. Based upon the generative theory, this paper not only vertically tracks the processes of evolution of educational research's status in American history, but also horizontally analyses the phase characteristics of educational research in different historical periods. It is found that due to the comprehensive influence of various factors, the status of educational research in America has undergone four great changes from being challenged and discriminated, respected and accepted, trusted and prominent, to understood and acknowledged. It shows varying phased characteristics during different historical periods, including a baby in a wrong mother's womb, the mouthpiece of educational scholars, a front-line soldier in the experiments conducted by the Department of National Defense as well as growing mature in the process of interdisciplinary integration. Analyzing the evolutionary process and characteristics of educational research in America can provide beneficial implications for promoting the status of educational research in China.
[1]叶赋桂.中国的美国教育研究三十年[J].比较教育研究,2010(7):9-15.
[2]戚利萍.新时期国内美国教育研究的考察---基于2000-2009年三种中文核心期刊的分析[J].南京理工大学学报(社会科学版),2011(1):76-80.
[3]张娅琴,唐奕.美国教育研究热点述评---基于近十年CNKI所刊文献关键词的共词可视化分析[J].当代教育科学,2016(10):44-47+52.
[4]任炜华.教育学院停办背景下的学科危机及出路---以兰州大学与芝加哥大学教育学院为例[J].高教探索,2017(2):27-30.
[5][美]布鲁柏克.教育问题史[M].吴元训,等,译.合肥:安徽教育出版社,1991:493.
[6][40][53][美]拉格曼.一门捉摸不定的科学:困扰不断的教育研究的历史[M].花海燕,等,译.北京:教育科学出版社,2006:16-17,176,212.
[7]Joseph M.Rice.Scientific Management in Education[M].New York:Hinds,Noble&Eldredge,1914:1.
[8]Henry Johnson.The Other Side of Main Street[M].New York:Columbia University Press,1943:200.
[9][美]波特.现代教育学说[M].孟宪承,译.上海:商务印书馆,1930:201.
[10]Patricia A.Schmuck.Women's Place in Educational Administration:Past,Present,and Future[A].Kenneth Leithwood et al.Second International Handbook of Educational Leadership and Administration[C].Dordrecht:Springer,1996:337-367.
[11]Dee A.Spencer.Teaching as Women's Work[A].Bruce J.Biddle et al.International Handbook of Teachers and Teaching[C].Dordrecht:Springer,1997:153-198.
[12]Marjorie Stern.An Insider's View of the Teachers'Union and Women's Rights[J].The Urban Review,1973(5-6):46-49.
[13]Carter Alexander et al.Work in Education in Colleges and Universities,Rating,Placing,and Promotion of Teachers,Lists of Investigation and Other Information of Interest to Members[M].Chicago:The University of Chicago Press,1915:46.
[14]Christopher J.Lucas.Teacher Education in America:Reform Agendas for the 2lst Century[M].New York:St.Martins Press,1997:7.
[15][美]沙沃森·汤.教育的科学研究[M].曹晓南,等,译.北京:教育科学出版社,2006:13.
[16]William H.Payne.Contributions to the Science of Education[M].New York:American book co,1886:5.
[17]David B.Tyack.Pilgrim's Progress:Toward a Social History of the School Superintendency,1860-1960[J].History of Education Quarterly,1976(3):257-300.
[18]陈瑶.美国教育研究的开拓者:首位教育学教授威廉姆·佩恩[J].外国教育研究,2018(2):29-41.
[19]康绍芳.实验主义与科学主义:美国教育研究取向之争[J].高等教育研究,2015(1):39-47.
[20]Geraldine J.Clifford&James W.Guthrie.Ed School:A Brief for Professional Education[M].Chicago:University of Chicago Press,1990:3-4.
[21]Paul H.Hanus.School Administration and School Reports[M].Boston:Houghton Mifflin,1920:20.
[22][美]泰勒.课程与教学的基本原理:英汉对照版[M].罗康,张阅,译.北京:中国轻工业出版社,2008:1.
[23]张斌贤.进步主义教育运动:概念及历史发展[J].教育研究,1995(7):25-30.
[24]Anne Durst.Women Educators in the Progressive Era:The Women Behind Dewey's Laboratory School[M].New York:Palgrave Mac Millan,2010.
[25]John Dewey.Democracy and Education:An Introduction to the Philosophy of Education[M].New York:The Macmillan Company,1964:111.
[26]Kathleen Weiler.Was Progressive Education Progressive?[A].Kathleen Weiler.Democracy and Schooling in California[C].New York:Palgrave Mac Millan,2011:59-78.
[27]Adolph E.Meyer.The Development of Education in the Twentieth Century[M].Englewood Cliffs:PrenticeHall,1949:148.
[28]Ronald W.Evans.The Projects[A].Ronald W.Evans.The Hope for American School Reform[C].New York:Palgrave Macmillan,2011:141-169.
[29]Daniel J.Kevles.The Physicists:The History of a Scientific Community in Modern America[M].New York:Alfred A.Knopf,1971:20.
[30]David M.Donahue.Serving Students,Science,or Society?The Secondary School Physics Curriculum in the United States,1930-65[J].History of Education Quarterly,1993(3),321-352.
[31]马骥雄,等.战后美国教育研究[M].南昌:江西教育出版社,1991:15.
[32]Arthur E.Bestor.Aimlessness in Education[J].Scientific Monthly,1952(2):109-116.
[33]洪明.教师教育是否会退出大学专业教育行列---美国大学教育学院的“危机”及其警示[J].高等教育研究,2014(1):50-56.
[34]Ronald W.Evans.Great Minds at Woods Hole[A].Ronald W.Evans.The Hope for American School Reform[C].New York:Palgrave Macmillan,2011:69-106.
[35]Jerome S.Bruner.The Act of Discovery[J].Harvard Educational Review,1961(1):21-32.
[36]Anthony La Duca.Curriculum Reform:Discovering the Void[J].The Urban Review,1972(5):37-41.
[37]National Society for the Study of Education.Twenty-Sixth Yearbook[R].Bloomington:Public School Publishing,1926:9.
[38]李福春.美国教育学演进史(1832-1957)[D].上海:华东师范大学,2011.
[39][日]佐藤学.课程与教师[M].钟启泉,译.北京:教育科学出版社,2003:205-206.
[41]James Belohlav.Academic Planning-Back to the Basics[J].Higher Education,1984(4):405-412.
[42]Carl Bognar.Back to the Basics-An Introductory Survey[J].Interchange,1976(4):1-2.
[43]Nancy Hensel.Back to Basics with Block Play[J].Day Care and Early Education,1977(1):36-38.
[44]Dan G.Bachor.Assessing Intelligence:An Introduction[J].Interchange,1976(3):1-2.
[45]Russell Marks.Providing for Individual Differences:A History of the Intelligence Testing Movement in North America[J].Interchange,1976(3):3-16.
[46]Adam R.Nelson.The Federal Role in American Education:A Historiographical Essay[A].William J.Reese&John L.Rury.Rethinking the History of American Education[C].New York:Palgrave Macmillan,2008:261-280.
[47]Lynn Fendler.Web 2.0 and the Future of Education Research[A].Daniel Tr9hler&Ragnhild Barbu.Education Systems in Historical,Cultural,and Sociological Perspectives[C].Rotterdam:Sense Publishers,2011:125-141.
[48]Joseph J.Schwab.The Practical:A Language for Curriculum[J].The School Review,1969(1):1-23.
[49][美]派纳,等.理解课程(影印版)[M].北京:中国轻工业出版社,2004:6.
[50]Ginette Delandshere.Making Sense of the Call for Scientifically Based Research in Education[A].Rachelle W.Wagner et al.Bridging the Gap between Theory and Practice in Educational Research[C].New York:Palgrave Macmillan,2009:35-46.
[51]范国睿,等.研究引领变革:美国教育研究新趋向---基于美国教育学者公共影响力排名的研究领域与领军人物分析[J].教育研究,2016(1):126-142+156.
[52]David Elkind.Educational Research and the Science of Education[J].Educational Psychology Review,1999(3):271-287.
[54]王保星,张斌贤.“大学教师终身教职”的存废之争---美国大学教师学术自由权利保障的制度分析[J].教育研究,2004(9):77-84.
[55]李伟.回归实践回到理解---从芝加哥大学教育学院停办看美国教育研究范式的转换[J].比较教育研究,2008(7):12-16+75.
[56]林丹.学科性质、学科体系抑或学科功能?---理性审思教育学学科地位的独立原点[J].教育学报,2007(3):16-21.
[57]顾基发,唐锡晋,朱正祥.物理-事理-人理系统方法论综述[J].交通运输系统工程与信息,2007(6):51-60.
[58]张广君.教学的系统发生:历史、心理、逻辑的统一[J].南京师大学报(哲学社会科学版),2001(2):64-70.
[59]李曙华.从系统论到混沌学[M].桂林:广西师范大学出版社,2002:17.
[60][法]斯东·米亚拉雷.世界教育史(1945年至今)[M].张人杰,等,译.上海:上海译文出版社,1991:496.
[61]王鉴,姜振军.教育学属于人文社会科学[J].教育研究,2013(4):22-29.
[62]袁振国.实证研究是教育学走向科学的必要途径[J].华东师范大学学报(教育科学版),2017(3):4-17+168.
[63][新西兰]哈蒂.可见的学习:对800多项关于学业成就的元分析的综合报告[M].彭正梅,等,译.北京:教育科学出版社,2015:302.
[64]叶澜.“新基础教育”内生力的深度解读[J].人民教育,2016(Z1):33-42.
[65]Calvin Cannon.Implementing Research Practices[J].High School Journal,2006(4):8-13.
[66]庞守兴.从“学”到“术”:教育学理论的实践转向[J].教育发展研究,2012(9):1-5.
[67]陈桂生.关于教育的科学研究与规范研究---再论《教育学的迷惘》[J].课程·教材·教法,1993(7):51-53+34.
[68]柳海民,林丹.困境与突破:论中国教育学的范式[J].东北师范大学学报(哲学社会科学版),2007(3):5-12.
[69]叶澜.“生命·实践”教育学派---在回归与突破中生成[J].教育学报,2013(5):3-23.
[70][法]埃德加·莫兰.复杂性理论与教育问题[M].陈一壮,译.北京:北京大学出版社,2004:137.
[71]张建国,陈停战.教育学地位问题新析:一种知识分工的视角[J].中国教育科学,2015(2):105-127+104+259.
[72]石中英.教育学的文化性格[M].太原:山西教育出版社,2001:11.
[73]徐继存.教育学术的尊严[J].西北师范大学学报(社会科学版),2010(5):60-64.
[74]David K.Cohen&Michael S.Garet.Reforming Educational Policy with Applied Social Research[J].Harvard Educational Review,1975(1):17-43.
[75]The American Educational Research Association.About AERA[EB/OL].https://www.aera.net.2017-4-27/2018-6-3.
[76]黄文艺.批判和反思现行学术体制[J].吉林大学学报,2005(1):10-11.
[77]吕国光,程敬宝.教育学国家社科基金立项课题研究[J].上海教育科研,2007(10):4-8+28.
[78]林琳,杨延东.我国教育学研究机构学术影响力研究---基于2001-2014年教育学国家社科基金项目的统计[J].现代大学教育,2015(6):49-57+108.
[79]李硕豪,耿乐乐.国家社科基金教育学项目科研绩效研究---基于近十年“国家重点”和“国家一般”项目的比较分析[J].高等教育研究,2017(8):42-50.
[80]曾天山.我国教育科研经费优化配置研究[J].教育理论与实践,2013(13):17-23.
(1)钱钟书在1947年发表的《围城》中就描述过当时教育学的卑微处境。1987年,叶澜教授在《关于加强教育学科“自我意识”的思考》一文中提出教育学地位的问题。此后,相关探讨逐渐成为教育研究的热点问题之一。其中,多数相关文献中涉及的“教育学”概念与本文中提及的“教育研究”概念比较相近。
基本信息:
中图分类号:G40
引用信息:
[1]帅飞飞,李臣之.教育研究在美国:地位演变及其启示[J].全球教育展望,2018,47(09):57-70.
基金信息:
教育部人文社会科学基金项目“地方优秀文化与综合实践活动课程深度融合研究”(课题批准号:16YJA880017)的阶段性成果