[1]任小燕,余嘉云.近代南高师教育科学化的历程及其审思——以教育学与心理学的建制关系为中心[J].南京师大学报(社会科学版),2022,(05):044-53.
REN Xiaoyan,YU Jiayun.Scientificization of Pedagogy in Nanjing Higher Normal School: An Analysis Focusing on Institutional Cooperation and Separation Between Pedagogy and Psychology[J].Journal of Nanjing Normal University (Social Science Edition),2022,(05):044-53.
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近代南高师教育科学化的历程及其审思——以教育学与心理学的建制关系为中心
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- 卷:
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- 期数:
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2022年05期
- 页码:
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044-53
- 栏目:
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教育学研究
- 出版日期:
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2022-10-20
文章信息/Info
- Title:
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Scientificization of Pedagogy in Nanjing Higher Normal School: An Analysis Focusing on Institutional Cooperation and Separation Between Pedagogy and Psychology
- 作者:
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任小燕; 余嘉云
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- Author(s):
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REN Xiaoyan; YU Jiayun
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- 关键词:
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南高师; 东南大学; 中央大学; 教育科学化
- Keywords:
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Nanjing Higher Normal School; Southeast University; National Central University; scientificization of pedagogy
- 摘要:
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南京高等师范学校教育科学化历程深受欧美教育科学化运动以及杜威实验主义教育学之影响，由此发展而来的东南大学、中央大学教育学科成为近代中国教育科学化的重要策源地和学术重镇。在制度设计上，以心理学为基础学科，并在系科建制、课程建设以及教育实验所、教育心理学部和附属实验学校教育实验等方面得以体现。全面抗战爆发后，在国家意志与学科理念的博弈中，心理学系、教育心理学部及其学习心理实验班先后从教育（师范）学院中剥离，心理学在教育（师范）学院的独立建制不复存在。心理学在教育学中的基础学科地位被重新评估。这一变化的背后，是学界、政府与社会对教育科学化及其实验效果的质疑与审思。
- Abstract:
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Nanjing Higher Normal School was the birthplace and academic center of the scientific pedagogical studies in Modern China, where the scientific construction of pedagogy was deeply influenced by the Scientific Movement of Education in Europe and America as well as Dewey's experimental pedagogy. This was well reflected in their system designs, which with psychology as the basic subject involved among others the department construction, curriculum construction, the establishment of Educational Experiment Institute and the Department of Educational Psychology, and the educational experiments carried out in the affiliated experimental schools. After the outbreak of China's War of Resistance against Japanese Aggression, due to the interaction between the national will and the disciplinary concept, the Department of Psychology, the Department of Educational Psychology, and the Experimental Class of Learning Psychology were separated from the Educational（Normal）College, and the independent disciplinary system of psychology in the Educational（Normal）College ceased to exist. Psychology, as a basic subject in pedagogy, was re-evaluated. Behind this change is the questioning and examination of the scientificization of education and its experimental effects by academia, government, and society.
备注/Memo
- 备注/Memo:
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任小燕，教育学博士，南京师范大学教育科学学院副研究员(南京210097）；
余嘉云，通讯作者，教育学博士，南京师范大学教育科学学院党委书记、副研究员(南京210097)。
本文系国家社会科学基金教育学项目“学术史视野下的民国大学体制论争研究”（BOA190043）、江苏高校教育学优势学科建设工程资助项目(PAPD)及“南京师范大学建校120周年教育学科史研究”成果。
REN Xiaoyan, PhD in Education, is Associate Professorial Research Fellow at School of Education Science, Nanjing Normal University（Nanjing 210097); YU Jiayun, Corresponding Author, PhD in Education, is Associate Professorial Research Fellow and Secretary of Party Committee of School of Education Science, Nanjing Normal University(Nanjing 210097).
更新日期/Last Update:
2022-10-25