教育学原理博士生必读书目(10-03)(1)

2022-04-08 02:26:11 文档大全网 [ 字体：小中大 ] [ 阅读： ]

【#文档大全网# 导语】以下是®文档大全网的小编为您整理的《教育学原理博士生必读书目(10-03)(1)》，欢迎阅读！
教育学,博士生,必读,书目,原理
 教育学原理学生必读书目

（标蓝色者为最重要，标红色者为第二重要）

2010年3月

基本理论类

《四书》《五经》《师说》《学记》柏拉图《理想国》亚里士多德：《尼各马可伦理学》康德：《论教育学》、《实践理性批判》、邓晓芒：《康德哲学讲演录》涂尔干：《道德教育》雅斯贝尔斯：《什么是教育》杜威：《民主主义与教育》《确定性的寻求》《我们如何思维》博尔诺夫：《教育人类学》福柯：《规训与惩罚》怀特：《教育的目的》米德：《心灵、自我与社会》塞尔：《心灵、语言与社会》罗杰斯：《个人形成论》马斯洛等：《人的潜能和价值》

郑石岩：《觉：教导的智慧》钱穆：《现代中国学术论衡》弗朗索瓦：《圣人无意》

Gauthier, D. (1963). Practical Reasoning

Wenger, E. (1998). Communities of practice: learning, meaning, and identity

研究方法论类米尔斯：《社会学的想象力》吉登斯：《社会的构成》范梅南：《教学机智》《生活体验研究》波兰尼：《个人知识》《科学、信仰与社会》赖尔：《心的概念》库伯：《体验学习》胡军：《知识论》

Phil Carspecken, 《教育研究的批判民俗志》 Gibbens et al. The New Production of Knowledge

Urie Bronfenbrenner: Lewinian Space and Ecological Substance. Environments in developmental perspective: Theoretical and Operational Models.

Joseph J. Schwab：The Practical 1: A language for curriculum；The Practical 2: Arts of Eclectic；The Practical 3: Testing and the Curriculum；The Practical 4: Something For the Curriculum Professors To Do

Labov, The Metaphors We Live By

James Gee, An Introduction to Discourse analysis: Theory and Method

1

Norman Fairclough, Analyzing Discourse: Textural analysis for social research

行动研究类

Kurt Lewin：Resolving Social Conflicts & Field Theory in Social Science. ―Frontiers in Group Dynamics‖, ―Field Theory and Learning‖, ―Behavior and Development as a Function of the Total Situation‖；Field theory in social science: selected theoretical papers Lewin, Kurt, 1890-1947

Edgar Schein. Kurt Lewin’s Change Theory in the Field and in the Classroom: Notes Toward a model of Managed Learning

舍恩：《反映的实践者》《培养反映的实践者》《反映回观》阿吉利斯等：《行动科学》夏林清：《大团体动力》

Carr, W. and Kemmis, S. (1986). Becoming Critical: Knowing through Action Research Elliott J. (1991). Action Research for Educational Change Eisner, E. W. (1979). The Educational Imagination

Joiner, B. “Searching for Collaborative Inquiry: The Evolution of Action Research‖. Unpublished doctoral dissertation. Graduate School of Education, Harvard University, 1983

教师教育类

帕尔默：《教学勇气》佐藤学：《课程与教师》康纳利等：《教师成为课程研究者——经验叙事》徐碧美：《追求卓越》

Lave, J., & Wenger, E. (1991). 《情景学习：合法的边缘性参与》

Elbaz-Luwisch, F. Teacher Thinking: a study of practical knowledge; Teachers’ Voices

Freeman, D. (2002). The Hidden Side of the Work: Teacher Knowledge and Learning to Teach. Language Teaching. 35

Hargreaves, Andy & Fullan, Michael (1992). Understanding Teacher Development Lortie, D. C. (1975). Schoolteacher: A sociological study

Verloop, Nico et al.（2001）Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research. 35 (2001) 441–461

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

Magdalene Lampert. Learning Teaching in, from, and for Practice: What do we Mean? Magdalene Lampert. How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 1985, 55(2).

历史类罗素：《西方哲学史》孙培青：《中国教育史》，华东师范大学出版社（比较简明）滕大春主编：《外国教育通史》，山东教育出版社，1994（多卷本）吴式颖主编：《外国现代教育史》，人民教育出版社（比较简明，但限于现代）

2