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近来,在一些特定的场合,有专家指出,学前教育作为一门学科,应在注重实践及实践研究的良好传统基础上,加强理论研究,努力构建学前教育学科的理论体系;学前教育理论工作者应从多学科融合的角度研究学前教育,努力建构学前教育学科的概念体系;学前教育理论工作者应以更开放的心态借鉴相关学科的研究方法,促使学前教育研究从经验走向科学。的确,从“学术生态”的角度考察学前教育学科的建设,我们不难看出,学前教育作为一门学科,无论是理论研究还是实践研究都还缺乏自己的学术范式,理论研究的层次性和实践研究的针对性都还有待进一步提高。学前教育相比于那些发展成熟的学科而言,其本体论、认识论和方法论的研究较薄弱,教育哲学层面的研究亟待加强。有鉴于此,我们特地刊发南京师范大学博士生导师刘晓东研究员的这篇文章,以期引发学界对这类问题更深入的讨论。
Recently, on some special occasions, some experts pointed out that as a discipline, preschool education should strengthen theoretical research based on the well-established tradition of practical and practical research and strive to construct the theoretical system of pre-primary education. The theoretical workers of preschool education Preschool education should be studied from the perspective of multidisciplinary integration and efforts should be made to construct the conceptual system of pre-school education; and preschool education theoretical workers should draw on a more open mind to draw on research methods of related disciplines to promote pre-school education from experience to science. Indeed, from the “academic ecology” point of view preschool education disciplines, we can easily see that preschool education as a discipline, both theoretical research and practical research are still lack of their own academic paradigm, the level of theoretical research and practice The pertinence of the research needs to be further improved. Preschool education compared to those mature disciplines, its ontology, epistemology and methodology is weak, philosophy of education research needs to be strengthened. In view of this, we specially published this article by researcher Liu Xiaodong, a doctoral tutor at Nanjing Normal University, with a view to sparking a more in-depth discussion on these issues in the academic community.