CAJ | 학술논문

学界对教育学的归属一直争论不休,科学的元分类结果表明教育学属于设计科学。设计是教育的（逻辑）起点,教育设计强调如何可能是教育学的逻辑起点。科学的设计是通向目标的基本保障——实现合目的性的手段。优秀的教育是优秀的设计,优化设计是事理的实现,事理追求即是行动系统最优化的过程。教育的事理研究追求最优化的教育教学方法——教育系统工程。优秀的教育模式是教育家针对教育教学所做的设计创新创造。科学的教育教学模式会为培养社会需要的大批优秀人才提供可能性,“掌握学习”教育模式是科学意义上的设计创新教育模式;基于哲学理念建构的教育教学模式其可复制性会受到很大的制约,与科学的教育模式存在的差异可能是量级的。
학계대교육학적귀속일직쟁론불휴,과학적원분류결과표명교육학속우설계과학。설계시교육적（라집）기점,교육설계강조여하가능시교육학적라집기점。과학적설계시통향목표적기본보장——실현합목적성적수단。우수적교육시우수적설계,우화설계시사리적실현,사리추구즉시행동계통최우화적과정。교육적사리연구추구최우화적교육교학방법——교육계통공정。우수적교육모식시교육가침대교육교학소주적설계창신창조。과학적교육교학모식회위배양사회수요적대비우수인재제공가능성,“장악학습”교육모식시과학의의상적설계창신교육모식;기우철학이념건구적교육교학모식기가복제성회수도흔대적제약,여과학적교육모식존재적차이가능시량급적。
According to the metacategory of science, pedagogy is a design science. Although the categorization of pedagogy is a matter of debate, pedagogy follows its appropriate logic in its progress. Pedagogy fails to meet the requirements of design science. This article illustrates and proves with empirical methods that pedagogy is a design science with the conceptual framework based on the design paradigm. Comprehensive analysis and investigation have been carried out. It is particularly important to study the logical starting point of instruction and education and to discuss the meta-question of pedagogy--how can instruction and education be possible to get a more satisfactory conclusion. In human history, it is a historical presentation/logic that the founder of ideology paradigm is also the founder of instruction paradigm. Pursuit of purposiveness is the basic logic of practice and the logic of instructional activities as well. Design is the starting （logical） point of instructional action, so instructional design starts with education. Scientific design is the fundament leading to the goal--the approach fitting the purpose. Excellent instruction is an excellent design, and optimization design is the implementation of affair logic, so pursuing logic is the process of action system optimization. The logic process of instruction is to optimize instructing and teaching methods--the instruction system engineering. Excellent instruction model requires educators to be creative and innovative in the design for instructing and teaching. Scientific instruction model provides the possibility of training a large number of talents in accordance with society＇s requirements. In its scientific sense, ＂mastery learning＂ instruction model is a design innovation instruction model. The instruction model constructed based on the concepts of philosophy will be restricted considerably in replication and differ from the scientific instruction model entirely in quality.