| 论教育常识及其功能 |
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| 引用本文： | 林德全,徐秀华. 论教育常识及其功能[J]. 教育理论与实践, 2004, 0(11) |
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| 作者姓名： | 林德全 徐秀华 |
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| 作者单位： | 河南大学教育科学学院，华东师范大学课程与教学系 河南开封 475001，上海 200062 |
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| 摘 要： | 教育常识是主体在日常实践中形成的关于教育的观点、素养的总和。具有主体多元性、内涵丰富性、展现的直觉性和性质的两分性等特点。研究教育常识有助于教育实践,这表现在教育常识是对教育实践的现实鲜活反映和能够向教育理论转化,同时还有助于教育常识自身,这主要表现在扩展教育常识范畴和影响教育常识表征的速率和准确率。
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| 关 键 词： | 教育常识 教育实践 教育理论 |
On the Educational Knowledge &Its Function |
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| LIN De-quan,XU Xiu-hua. On the Educational Knowledge &Its Function[J]. Theory and Practice of Education, 2004, 0(11) |
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| Authors: | LIN De-quan XU Xiu-hua |
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| Affiliation: | LIN De-quan1,XU Xiu-hua2 |
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| Abstract: | Educational knowledge is the sum total of views on education and quality obtained in the daily practice by the subject and has the characteristics of subject pluralism, rich connotation, presentational instinct and quality division. Study of the educational knowledge makes for the educational practice because it is the lively reflection of the educational practice and can change into the educational theory; on the other hand it is also helpful to the knowledge itself because it can enlarge the range of educational knowledge and influence the speed and accuracy of representation of educational knowledge. |
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| Keywords: | educational knowledge educational practice educational theory |
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