摘要
学院化生存方式固有的远离实践特征制约了教育学者的长远发展。介入实践作为一种研究范式和生存方式,有助于教育学者提升社会责任感、坚守教育学立场,进而推动中国特色教育学建设。教育学者在介入实践中发展,应跨越边界,在“圈内人”和“圈外人”之间穿行;重塑关系,由与教育实践者的传统专业契约关系向反映性专业契约关系转变;优化行动反思模式,并行开展单路径学习与双路径学习;互动共生,积极参与组织建设以争取有利发展环境。
The inherent characteristic of being far away from practice in the collegiate living style restricts the long-term development of educational scholars.As a new research paradigm and way of life,interventional practice helps to enhance social responsibility,sticks to the pedagogical standpoint and promotes the construction of pedagogy with Chinese characteristics.In order to develop in interventional practice,educational scholars should cross the boundary and travel between“insiders”and“outsiders”;remodel the relationship with educational practitioners from traditional professional contract to reflective professional contract;optimize the mode of action reflection,and carry out single-path learning and dual-path learning in parallel;participate in organizational construction actively to strive for a favorable development environment.
作者
李太平
韩海棠
LI Tai-ping;HAN Hai-tang(School of Education,Huazhong University of Science&Technology,Wuhan 430074,China)
出处
《高等教育研究》
CSSCI
北大核心
2022年第8期61-68,共8页
Journal of Higher Education
基金
国家社会科学基金(教育学)一般项目(BAA190231)
关键词
教育学立场
介入实践
学院化生存
pedagogical standpoint
interventional practice
collegiate living
