CAJ | 학술논문

西方教育学经历了“经验描述”、“哲学思辨”、“科学实证”和“规范综合”研究范式的变迁。自上个世纪初引进至今，中国教育学研究经历了六个阶段，呈现出“从意识形态控制到逐步自立”、“从模仿到本土化的诉求”、“从教育学到教育学科”、“从搬用、吸收到反思、批判”等主要特征。反思当下的中国教育学研究，其研究价值、意义值得肯定，存在的问题也不容忽视，主要有“学科抑或身份问题”、“性质与结构问题”以及“中国化或本土化问题”。
서방교육학경력료“경험묘술”、“철학사변”、“과학실증”화“규범종합”연구범식적변천。자상개세기초인진지금，중국교육학연구경력료륙개계단，정현출“종의식형태공제도축보자립”、“종모방도본토화적소구”、“종교육학도교육학과”、“종반용、흡수도반사、비판”등주요특정。반사당하적중국교육학연구，기연구개치、의의치득긍정，존재적문제야불용홀시，주요유“학과억혹신빈문제”、“성질여결구문제”이급“중국화혹본토화문제”。
Western pedagogy researches have undergone changes from “experience description”,“philosophical reflection”,“scientific experimenting” to “criteria integration”. Since early 20th Century when it was introduced into China, pedagogy research has gone through six phases and has such characteristics as“from ideological compliance to independence”, “from copying to localization”, “from pedagogy to the science of education”, “from imitation to assimilation and to critical reflections”. Reflecting on current pedagogy researches in China, we find that positive aspects in its research significance. Meanwhile, there are such important issues as “discipline or identity”, “character and structure” and “chinization or localization”.