新中国成立以来教育学的发展历程及启示

中华人民共和国教育学是在中国教育的现实环境中生成的教育学。按照中国社会的发展和中国教育学自身逻辑的发展,可以将1949年中华人民共和国成立后教育学的发展历程划分为中国教育学的重建、中国教育学的破坏和中国教育学的再建三个阶段,各阶段均呈现出不同的发展特征。通过梳理中华人民共和国教育学的发展历程,未来中国教育学发展需要处理好马克思主义哲学与其他哲学流派促进教育学建设的关系、批判与继承之间的关系、中国教育学建设过程中的中外关系、学科体系建设与知识体系构建之间的关系,以及教育学学科建设和教育研究之间的关系。

The Development and Enlightenment of Pedagogy Since the Founding of the People's Republic of China

Pedagogy in the People’s Republic of China is generated in the realistic environment of Chinese education.According to the development of Chinese society and the logic of Chinese pedagogy,the development of pedagogy since the founding of the People’s Republic of China in 1949 can be divided into three stages:the reconstruction of Chinese pedagogy,the destruction of Chinese pedagogy,and the second reconstruction of Chinese pedagogy.Each stage presents its own different characteristics of development.By sorting out the development of pedagogy in the People’s Republic of China,the future development of Chinese pedagogy needs to properly handle the relationship between Marxist philosophy and other philosophical schools in promoting pedagogy construction,the relationship between criticism and inheritance,the relationship of China and foreign countries in the construction of Chinese pedagogy,the relationship between discipline system construction and knowledge system construction,and the relationship between pedagogy discipline construction and education research.