华东师范大学学报(教育科学版) ›› 2020, Vol. 38 ›› Issue (9): 228-250.doi: 10.16382/j.cnki.1000-5560.2020.09.012

• 领域 • 上一篇    

事业发展视角下学前教育实证研究的知识生产与价值引领——基于2015—2019年样本文献的梳理与分析

张斌1, 程晨2, 张帅2, 虞永平2   

  1. 1. 江苏第二师范学院学前教育学院,南京 210013;
    2. 南京师范大学教育科学学院,南京 210024
  • 发布日期:2020-09-15

The Knowledge Production of the Empirical Research and Its Value Guidance for the Development of Preschool Education in China: Based on the Analysis of Sample Papers from 2015 to 2019

Zhang Bin1, Cheng Chen2, Zhang Shuai2, Yu Yongping2   

  1. 1. Preschool Education School,Jiangsu Second Normal University,Nanjing 210013, China;
    2. School of Education Science, Nanjing Normal University ,Nanjing 210024, China
  • Published:2020-09-15

摘要: 选取2015—2019年公开发表、以中国学前教育事业为研究问题、具有一定学术影响力的实证研究论文共124篇,通过与同类话题的非实证研究的对比,对其数量分布、作者、热点话题、研究范式与方法、理论运用、影响力等情况进行量化分析,并对文献核心结论进行内容分析,概括总结其所产出的主要知识,从而揭示实证研究对我国学前教育事业发展的价值引领与推动作用。研究发现,近年来,我国学前教育实证研究在学前教育综合发展状况、资源供给与配置、师资队伍建设、经费投入与保障、政府监督管理、保育教育质量等方面产出了描述性、解释性、改进性及预测性四类知识;并通过呈现基本事实、确证基本观念、发现基本原理、生产策略方案等途径,促进学前教育事业发展。研究还对推进我国学前教育实证研究的发展提出了建议。

关键词: 学前教育, 实证研究, 知识生产, 价值引领

Abstract: This study selects 124 empirical-research papers published from 2015 to 2019 that focus on the development of preschool education in China and that have a certain academic impact, and compares with non-empirical research papers on similar topics. It offers a quantitative analysis of their quantity distribution, authors, hot topics, research paradigms and methods, theoretical application, influence, etc. Through a content analysis of the core conclusions of the papers, we identify the main knowledge production, and thus reveal the empirical research’s value guidance for the development of preschool education in China and promotion to it. It is found that in recent years, empirical research has produced four kinds of knowledge: description, explanation, improvement and prediction, involving the comprehensive development status of preschool education, resource supply and allocation, teaching staff construction, investment and guarantee, government supervision and administration, quality of nursery and education, etc. Empirical research promotes the development of preschool education by presenting basic facts, proving basic concepts, discovering basic principles and proposing basic strategies. This study also puts forward some suggestions to promote the development of empirical research on preschool education in China.

Key words: preschool education, empirical research, knowledge production, value guidance