【作 者】：
郑旭东， 陈 荣
【关 键 词 】：
布鲁纳； 百年回望； 教育过程； 教育文化； 起承转合
【栏 目】：
理论探讨
【中文摘要】：
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”这两种不同的文化熔于一炉，从而开辟教育研究的新天地。
【英文摘要】：
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 history and culture based on his deep understanding of the concept of "culture", and examines the internal logic of the evolution of the relationship between pedagogy and psychology in the 20th century. It is found that pedagogy gradually gets rid of its dependence on psychology after realizing its scientific nature with the help of psychology, restores its subject status, and attempts to fuse these two different cultures of "science" and "humanity", and consequently, promotes the emergence of a new branch of educational research.