CAJ | 학술논문

作为教育活动中的实践哲学，教育实践哲学的研究立场、路径与其所持有的实践观是紧密联系的。基于交往的教育实践观的目的是要实现教育的内在价值，提倡在教学实践过程中做到“教学合一”。这种教育实践观，既是对杜威的实践教育理论的继承和创新，又是对中国传统“知行观”束缚的突破。它强调在教学过程中师生在以共同作用的客体为媒介的条件下，在持久的相互交往中进行心灵的沟通，从而构建和谐的师生关系，实现教育的根本目标。
작위교육활동중적실천철학，교육실천철학적연구립장、로경여기소지유적실천관시긴밀련계적。기우교왕적교육실천관적목적시요실현교육적내재개치，제창재교학실천과정중주도“교학합일”。저충교육실천관，기시대두위적실천교육이론적계승화창신，우시대중국전통“지행관”속박적돌파。타강조재교학과정중사생재이공동작용적객체위매개적조건하，재지구적상호교왕중진행심령적구통，종이구건화해적사생관계，실현교육적근본목표。
As practical philosophy in educational activities, the standpoint of research, and research methods of ecudational practice philosophy are closely linked with its practical outlook. The real purpose of communication-oriented practical teaching is to realize the intrinsic value of education,and advocate the integrity of teaching and learning in the practice of teaching. This kind of education theory, which has not only inherited and developed Dewey′s education theory, but also broken through the bondage of the traditional Chinese view of knowing and doing, emphasizes an heart to heart communication during the lasting interaction between teachers and students, under the condition that teachers and students form a communication relationship of inter-subjectivity through the medium of their common object in the teaching process, so as to build a harmonious relationship between teachers and students,and achieve the essence of education.