期刊论文

中文

电化教育研究

1003-1553

2019

40

6

5-10

10.13811/j.cnki.eer.2019.06.001

本校为第一机构

文章通过文献研究法,以"起、承、转、合"为关键词对布鲁纳以"教育过程"和"教育文化"引领的教育与心理研究的"认知转向"和"文化转向"的历史与逻辑进行了解读,展现了他如何从一个纯粹的认知心理学家跨界到教育领域,并力图在教育研究中建立起教育学与心理学平等对话的桥梁,进而通过对"文化"概念的深入理解最终成为一位横跨心理学与教育学且能在社会历史文化情境中对教育本质进行探索的教育学家;同时,考察了20世纪教育学与心理学之间关系演进的内在逻辑.研究发现,教育学在借助心理学实现自身的科学化后,一步步逐渐摆脱对心理学的依附,恢复自己的学科主体地位,并尝试把"科学"与"人文"这两种不同的文化...

Through literature research, this paper takes "opening, developing, changing and concluding" as the key words to interpret Bruner's understanding of education guided by "educational process" and "educational culture" as well as the history and logic led by "cognitive turn" and "cultural turn" in psychological research. This paper also reveals how Bruner has developed into an educator from a pure cognitive psychologist, who has tried to establish a bridge of equal conversation between pedagogy and psychology in educational research, explores the essence of education in the context of social his...