摘要
中国教育学是在中国教育的现实环境中生成的教育学,是按照中国社会逻辑和教育学自身逻辑发展起来的。中国教育研究历经恢复重建期(1982—2002年)的全方位探索、稳定发展期(2003—2011年)的均衡式构建和深化改革期(2012年至今)的创新性发展,呈现出了不同阶段的发展特征。中国教育研究在找寻学科自尊中表现出反思性和探索性,在追求学科自强中凸显出蜕变性和调适性,在树立学科自信中彰显出批判性和创新性。面对全新的历史机遇期,教育强国背景下的教育研究将展现出全新的发展态势:教育研究深入多学科交叉;研究对象重塑教育学立场;研究方法更加多元与均衡;对教育学本质的再思考;向世界输出中国教育经验;教育研究转向关怀与共生等。
Chinese pedagogy is a pedagogy generated in the authentic Chinese educational environment,evolving in accordance with the inherent logic of Chinese society and pedagogy itself.China’s educational research has gone through all-round exploration during the restoration and reconstruction period(1982—2002),balanced construction during the stable development period(2003—2011),and innovative development during the deepening reform period(2012—present),and has revealed distinct stage characteristics.Chinese educational research demonstrates reflection and exploratory nature in the search for disciplinary self-esteem,highlights transformation and adaptability in the pursuit of disciplinary self-improvement,and exhibits criticality and innovation in establishing disciplinary self-confidence.Facing a new period of historical opportunities,educational research under the background of a powerful country in education will show a new development trend,including educational research deepening into multidisciplinary intersections;research objects reshaping the pedagogical stance;research methods becoming more diverse and balanced;rethinking the nature of pedagogy;exporting Chinese educational experience to the world;and shifting educational research to care and symbiosis,etc.
作者
潘黎
修南
Pan Li;Xiu Nan(Faculty of Education,Liaoning Normal University,Dalian Liaoning 116029,China)
出处
《教育科学》
CSSCI
北大核心
2023年第6期9-16,共8页
Education Science
基金
国家社会科学基金教育学一般课题“学科交叉视域下的中外高等教育研究之比较”(项目编号:BIA210162)
关键词
中国教育研究
中国教育学
高校科研优秀成果奖
中国经验
Chinese educational research
Chinese pedagogy
University Scientific Research Outstanding Achievement Award
Chinese experience
