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From Predestination to Generation Contemporary Education Theory Research Orientation

Author: XieWuJi
Tutor: SunJunSan
School: Hunan Normal University
Course: Principles of Education
Keywords: Preformed Generate Epistemological Practical
CLC: G40
Type: Master's thesis
Year: 2006
Downloads: 213
Quote: 3
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Abstract


Look from the pedagogy total course of development , the replacement of the theory , the rise and fall of the school , almost constitute education theory of the development of the most distinctive characteristics of explicit , practical characteristics of educational research has become increasingly prominent , naturally and pedagogy as an independent field of study ( disciplines ) contradiction. Before the disciplinary crisis , and how to recognize and seek the unity between the disciplines of logic and practical orientation toward a higher degree of understanding of the integrated solve this problem became the key . Starting from the examine the status quo of educational theory and survival , the level of development and the way , trying to find an entry point for Pedagogy prescriptive pedagogy increasingly differentiated from understanding , and possible ways to explore this issue and way out. The key point of this article is that the pedagogy disciplines of logic and practice of logic do not conflict . On this issue repeatedly entanglement are unnecessary , or that the issue was originally put things in brackets \We should oppose it is precisely the rigid either-or thinking and understanding . Theory undoubtedly has an important significance to clarify this issue . This paper is divided into four parts , the first part of the focus from the reflection of the issues and the status quo of traditional educational theory , highlights and analysis of the shortcomings of the traditional educational theory ; second part highlights the need for development of educational theory and obligatory that its internal attribution ; expounded the theoretical background of the development of knowledge , as well as unified understanding on the subject logic and the logic of practice . The fourth part is based on previous discussed , highlighting the educational theory study ways of thinking to convert the methodological significance , aims to clarify the true meaning of this conversion .

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