CAJ | 학술논문

质疑是教育改革中理性教育批评的逻辑起点。其内容包括对教育改革预期目标的质疑、对教育改革推进力的质疑、对教育改革过程中相关矛盾和问题的质疑；其方式有批评者的口耳相传、批评者的科学研究、批评者的媒体宣传。超越是教育改革中理性教育批评的实践旨归。其内容包括超越传统的理论与实践的分野、超越狭隘的价值桎梏和肤浅的“只评不判”的假象；其路径是为教育改革的“反思者”、做教育改革的“介入者”和成教育改革的“引领者”。
질의시교육개혁중이성교육비평적라집기점。기내용포괄대교육개혁예기목표적질의、대교육개혁추진력적질의、대교육개혁과정중상관모순화문제적질의；기방식유비평자적구이상전、비평자적과학연구、비평자적매체선전。초월시교육개혁중이성교육비평적실천지귀。기내용포괄초월전통적이론여실천적분야、초월협애적개치질곡화부천적“지평불판”적가상；기로경시위교육개혁적“반사자”、주교육개혁적“개입자”화성교육개혁적“인령자”。
Query is the logical starting point of rational education criticism in educational reform, which contents in-clude the query about the expectations of educational reform,the query about the propelling force for educational reform, and the query about the contradictions and problems related in the process of educational reform. The ways of query are the teaching orally by critics,the scientific research by critics and the media publicity by critics. Transcend is the practical aim of rational education criticism in educa tional reform, which contents include that:to transcend the traditional theory and practice,to transcend the narrow value bias shackles and to transcend the superficial situation of“only assessment,not judgment”. The routes of query are to be the reflective of educational reform,to participant in educational reform and to become the leaders in educational reform.