多元文化背景下的中國(guó)“教育學(xué)研究”.pdf

1、華東師范大學(xué)博士學(xué)位論文多元文化背景下的中國(guó)“教育學(xué)研究”姓名：吳黛舒申請(qǐng)學(xué)位級(jí)別：博士專業(yè)：教育學(xué)原理指導(dǎo)教師：葉瀾20040501AbstractActhebeginningofthe20thcenturyallkindsofpedagogiesfromdifferentcountFiesintheworldswarmedintotheChinesepedagogicalfieldandbroughtitintotemporary“

2、prospefity’underthecircumstanceoftheabsenceofthe“Chinesepedagogy”Atthesalvetimethe“ChinesePedagogy’wasgestatingitsownembryothoughitwasnotprovidedwithappropriateconditionforitsownemergenceduetosomeexternalfactorssuchassoc

3、ialturbulence，Around1949whennewChinawasfoundedthethoughtofthe“pedagogywitIlChinesecharacteristics”begantoemergebutitcouldnotescapeits‘“rajahbased，’featurebecauseofitsunavoidable“dependency”，After1990sthe“originalpedagogy

4、’，whichlooksforwardtothetransformationfromthe‘‘raRan—based“’tothe“wood—based’，representedtherequirementsforthetransformationaldevelopmentofChinesepedagogyTherelationshipbetweenChinaandforeigncountriesisabasicissueintheco

5、urseofthedevelopmentofChinesepedagogybutithasdifferentformsindifferenterasMoreoverthewaysofquestioningandofresolvingtheissuearealsodifferentInthecurrentmulticulturalcontext，theissueoftherelationshipbetweenChinaandforeign

6、coun耐esinChinesepedagogicalresearchhasasitsembodimenttherelationalissueofthe“l(fā)ocalizedpedagogy”andthe“nativepedagogy”In血eprocessofthelocalizationofpedagogytherewasatendencytosuperficiallytransplantforeignpedagogyasaresul

7、tofthe“Occident—centered”ideas，lineardevelopmentviewandbinarythinkingIllordertochangethissituationweshouldreconstructthemethodologyoflocalizationstudysothatwecanstudyownativeissuesnativeandthejointofforeignpedagogyandnat

8、iveculturetealizethenativetransfoⅡnationoftheissuesmethodsandtheChinesetransf01TnationofpedagogicalfoITUSandresearchtradition“Pedagogicalthought、ⅣimChinesecharacteristics”and“pedagogywlthChinesecharacteristics”calneintoe

9、xistenceintheprocessof0121“reflectingonthe‘‘importedpedagogy”Butnotallthe‘‘Chinesecharacteristics”arebeneficialTheproblemsofthedoctrinizafionofMarxism，ofthecomplexaboutsystemandoftheadherencetorelatedsubjectsledtothe‘“po

10、verty’’underthesuperficial“prosperity”Thelocalizedpedagogyandthe‘“pedagogywithChinesecharacteristics”joinflyconstitutethe“Chinese”pedagogyFormorethan20yearsthe“multidimensionaladherence”totoreignpedagogies，ideologysubjec

11、t“system”andrelatedsubjectshasbeenabasiccharacteristicofthestudiesofChinesepedagogyInamulticulturalcontext，theChinesepedagogyisundergoingatransformationfromthe“rattanbased”adherenceto血e“wood—based”independenceThisdissert

12、ationistoputforwardfourbasicstandpointsoftheresearchonChinesepedagogicaltransformation，thatis，thenative，practical，pedagogicalstandp’ointsandthestandpointoftheresearcherhimselforhersel￡ThetransformationofChinesepedagogyas

13、adisciplineistheembodimentofthetransformationoftheresearchonChinesepedagogyAtpresentthereareonlysomeevidencesofthetransformationofChinesepedagogyasadisciplinebutthe“transformation”isnotclearyetSoIputforwardanopenlssueofa