貼近實務：論教育學的一種可能樣貌與發展

Toward Practice: Some Thoughts and Expectancies for the Development of Pedagogy

潘世尊(Thie-Tzuen Pan)

《當代教育研究季刊》 17卷1期 (2009/03) Pp. 37-73

https://doi.org/10.6151/CERQ.2009.1701.02

摘要

經過數十年來的努力，教育學的研究成果雖有長足進展；然而，若與心理學或社會學等學科相比，它其實並未被同等看待與尊重。會這樣，一個重要原因是它常被界定為心理學或社會學等學科之應用；惟受此種學術造型所引導之教育研究不僅無法適切解決教育上的問題，還會讓教育學持續失去其地位與價值。為突破此種困境，本文試著從教育研究的目的、問題、方法與結果，以及由研究結果所構成的知識體系等層面闡明一種或許較能彰顯本身的主體性、地位與價值，以及較能發揮引導教育實務與改善教育實際功效之學術造型，以做為教育學可能發展方向之參考。

關鍵字

教育學 ； 教育研究 ； 教育知識 ； 教育實務

並列摘要

Educational research has made great progress through decades of efforts. However, the academic status of pedagogy is still lower than that of psychology and sociology mainly because it was usually considered as a discipline applying knowledge of psychology, sociology, or other subjects. Educational researches guided by this kind of viewpoint can't solve educational problems properly. Moreover, it will make the pedagogy lose the deserved place and significance continuously. In this article, the author tries to illuminate one kind of pedagogy that can promote its own subjectivity, academic status, and educational value, and can exert much more efficacy in guiding and improving educational practices through studying the purposes, questions, methods, and results of educational research, and the structure of pedagogical knowledge. The author expects that such a kind of pedagogy can be accepted by educational researchers, and can guide the development of educational researches.

並列關鍵字

Pedagogy ； educational research ； educational knowledge ； educational practice

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