论教育学教材文本的性质与书写

对教育学教材的文本性质与书写方式的思考,是进行教材建设的理论前提。在以知识为中心的课程观的影响下,传统教育学教材追求知识的精确与理论的完备,忽视教材的人文性与生命性;强调教材教育知识的权威性,而忽视教育知识的对话性与生成性。其书写遵循的是知识的逻辑而不是生命意义的逻辑,强调的是文本的正确性,而忽视文本的反思性与创造性。教育学作为一门以人文事实为基础的学科,其知识的不确定性与实践的开放性决定了,追求确定的教育知识是徒劳的,将教材作为不可质疑的权威也是错误的。由此,我们需要反思教材的文本性质,重构教材文本的书写方式。

On Features and Statement of Pedagogy''''s Textbooks

It is the theoretical foundation of pedagogy's textbooks construction to consider the character of its text and form of its statement. Affected by idea of knowledge-centered curriculum, traditional textbooks pursue preciseness of knowledge and perfectness of theory, ignoring its humanism and vitality; it emphasizes authority of knowledge, neglecting its dialogism and production. It is stated in accordance with the logic of knowledge, not the logic of experience. What it emphasizes is preciseness of text, neglecting reflection and creation of text. As a discipline based on facts of humanism, uncertain knowledge and open practice of pedagogy made it become vain to pursue definite knowledge; it is also a mistake to regard teaching material as unquestionable authority. So it is necessary for us to reflect character of textbooks and reconstruct form of its statement.