| 汉语教育人类学的发展轨迹及其特征 |
| |
| 引用本文： | 李政涛.汉语教育人类学的发展轨迹及其特征[J].教育学报,2008,4(6):3-10. |
| |
| 作者姓名： | 李政涛 |
| |
| 作者单位： | 华东师范大学基础教育改革与发展研究所,上海,200062 |
| |
| 基金项目： | 教育部全国优秀博士学位论文作者专项基金 |
| |
| 摘 要： | 中国教育人类学要实现本土化，其“本”有两层含义：一是源发于中国教育的经验与知识。二是使用汉语来表达教育人类学的经验和思想。汉语教育人类学的产生和发展经历了奠定根基的时代、体系初建的时代、多元发展的时代。汉语教育人类学的发展特点是：汉语教育人类学是一门外生交叉学科，而非内生分支学科；汉语教育人类学的主要研究对象是“本土文化”；汉语教育人类学是用“汉语”这一语言方式表达经验和思想的。
|
| 关 键 词： | 汉语 教育人类学 发展 |
The Development Trace and Characteristics of Chinese Educational Anthropology |
| |
| LI Zheng-tao.The Development Trace and Characteristics of Chinese Educational Anthropology[J].Journal of Educational Studies,2008,4(6):3-10. |
| |
| Authors: | LI Zheng-tao |
| |
| Institution: | LI Zheng-tao(Institute of Basic Education Reform , Development,East China Normal University,Shanghai 200062,China) |
| |
| Abstract: | The localization of Chinese educational anthropology has two meanings: the experience and knowledge is derived from Chinese education;and the experience and ideas of educational anthropology is expressed in Chinese.There are three stages of the foundation and development of Chinese educational anthropology: the times of laying the foundation;building the system;and diversifying development.The characteristics of Chinese educational anthropology include: it is an exogenous cross-disciplinary instead of an en... |
| |
| Keywords: | Chinese educational anthropology development |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
