【作者】 李星；

【导师】 任桂平；

【作者基本信息】 山西大学 ， 教育学原理， 2014， 硕士

【摘要】 本文的目的在于对已有成型的教育理论,主要是西方的研究成果,按照我们所做的原创性教育理论的规定性定义,结合教育理论发生和发展的历史,在综合分析这些因素的基础上,史论结合,印证我们关于原创性教育理论生成的结论。哲学上有“时间在先”和“逻辑在先”之说,按照这样的思路,我们所做的规定性定义即：原创性教育理论是指具备时间在先性和逻辑在先性的教育理论,时间在先规定为第Ⅰ意义,是指时间上具有的首创性；逻辑在先规定为第Ⅱ意义,是指解释力所具有的普遍性。一般认为人类教育认识顺次经历了以下接个阶段：教育经验、教育思想、教育理论和教育学。教育理论和教育思想、教育学之间分别存在着交集,而我们又把教育理论分为潜理论阶段、准理论阶段和潜学科阶段,因此本文研究的重点就是潜理论阶段和潜学科阶段,这两个阶段分别是教育理论和教育思想、教育理论和教育学之间的交集,这样也只是研究了原创性质变的“生”的方面。按照唯物辩证法的理解,任何事物都是一个过程性的存在,因此这种原创性的质变也必然要经历一个量变的累积式发展阶段,这是其“成”的意义。原创性的生成过程仅仅是我们的一个猜想,如何衡量这种质变呢?哲学上对于目的论的研究已形成了相关成果,布雷钦卡亦认为教育目的—手段是教育科学研究的核心主题,受此启发,我们也把教育目的—手段问题作为考察原创性生成的标尺。经过考察,我们得出了以下结论：从内容上看,在从教育思想到教育理论的这一潜理论阶段,总体上认为并且应用了教育目的和手段之间的因果关系,这种实践的水平特点是“不知而行”和“行而后知”,在从教育理论到教育学的这一潜学科阶段,总体上证明了教育目的—手段之间的因果性是因果关系,这种实践的水平特点是“知而后行”；从形式上看,从教育思想到教育理论的潜理论阶段和从教育理论到教育学的潜学科阶段都实现了逻辑在先意义的解释力的突破,前者突破的实质是从隐性单线型思维到显性单线型因果思维的突破,后者突破的实质是从显性单线型因果思维到显性多线型复杂思维的突破。更多还原

【Abstract】 According to the definition of Original Education Theory the author made in this article and the history of Education Research, the author will analyses the established education theories, especially the western’s, in order to prove the assumption discussed in the article at the expense of considering these factors comprehensively.Drawing on two philosophical terms "Time Priority" and "Logic Priority", the author maintained that the Original Education Theory is such an one that it must be "Time Priority" and "Logic Priority" to others, the first meaning referred to that the Education theory is constructed firstly; the latter meaning referred to that the Education theory can account for more phenomenon.It is generally recognized that the human beings’knowledge of education had evolved from the educational experiences, educational thinking, educational theories to educational disciplines. And there is some relations existed in between the educational theories and educational thinking and between educational theories and educational disciplines, in addition the author hold that there are three stages, pre-theory, standard theory, pre-discipline, in the educational theories’development, therefore the author concentrate the pre-theory stage and the pre-discipline stage, these are discussed from the forming of the Original Educational Theory; Anything in the world must exist with a history on the basis of a philosophy of materialism and dialectics, so the original change of the theories character must have its own history, these are discussed from the success of the Original Education Theory.All these are just a series of presumptions, however, it is crucial to ensure these statements. In philosophy research, there have been some concludes of purpose, German scholar Brezinka also regard the education purpose and method as the core question, the author consequently weight that whether one theory is original depend on the conception of education objective and method.The author concluded that the researchers had had a sense of the casual relationship between the education purpose and method and applied it which is characterized by acting with no plan and acting followed with plan in the pre-theory stage, and in the pre-science stage, the researchers had proved the casual relationship which is characterized by planning followed with acting; Actually these changes in the pre-theory and pre-science had expanded and enhanced the extent of explaining, the former transferred from hidden determinism to conspicuous determinism and the latter continuously converted to a complex thought.更多还原