CAJ | 학술논문

教育研究的＂语言学转向＂,将教育概念、命题的话语分析作为基本任务,旨在澄清教育语言的逻辑谬误,促使教育学语言的精确化。然而,对教育话语的分析,实际上是对教育话语背后隐藏的教育观念和行为目的的探究,是实现由符号到意义的研究过程和理论分析工具。因此,对于教育语言的＂教育学＂批判、反思,才是对教育概念和命题重新阐释的基础性前提。尽管教育研究的工具可以是多样化的,但目的和立场却是唯一的——它只能指向＂教育学＂本身。
교육연구적＂어언학전향＂,장교육개념、명제적화어분석작위기본임무,지재징청교육어언적라집류오,촉사교육학어언적정학화。연이,대교육화어적분석,실제상시대교육화어배후은장적교육관념화행위목적적탐구,시실현유부호도의의적연구과정화이론분석공구。인차,대우교육어언적＂교육학＂비판、반사,재시대교육개념화명제중신천석적기출성전제。진관교육연구적공구가이시다양화적,단목적화립장각시유일적——타지능지향＂교육학＂본신。
The linguistic shift in current educational research refers to educational concepts and discourse analysis of propositions as the basic tasks in educational researches, which aims to clarify the logical fallacy of pedagogical language in order to make the course is actually process of turning language more accurate. However, analysis of the pedagogical dis- to explore the hidden education ideas and behavior objectives. In addition, it＇s the exploring symbol into meaning, as well as a tool of theoretical analysis. Therefore, a pedagogical crit- ical reflection of pedagogical language is the basic prerequisite for the reinterpretation of educational concepts and propositions. Despite the various tools in educational researches, their respective purposes and stance are unique aiming at pedagogy itself.