华东师范大学学报(教育科学版) ›› 2016, Vol. 34 ›› Issue (4): 89-97.doi: 10.16382/j.cnki.1000-5560.2016.04.014

• 教育基本理论 • 上一篇    下一篇

国际课程研究的现状与未来趋势——基于Citespace知识图谱方法的实证分析

高振宇   

  1. 杭州师范大学教育学院,杭州 311121
  • 出版日期:2016-10-20 发布日期:2016-11-22
  • 通讯作者: 高振宇
  • 作者简介:高振宇
  • 基金资助:

    教育部人文社会科学研究青年基金项目 “童年社会学视野下学校变革的运行机制及其影响研究 ” (14YJC880015)。

The Status Quo and Future Trends of International Curriculum Studies

GAO Zhenyu   

  1. School of Education, Hangzhou Normal University, Hangzhou 311121, China
  • Online:2016-10-20 Published:2016-11-22
  • Contact: GAO Zhenyu
  • About author:GAO Zhenyu

摘要:

开展东西方课程对话的前提是要对国际课程研究的现状及趋势有整体性的认识。本文则借助Citespace知识图谱软件,对近十年来Web of Science数据库中收录的课程研究核心论文进行了量和质的分析,意图揭示国际课程研究的热点议题、关键文献、演进历程和未来趋势。研究结果表明,国际课程研究领域已经呈现出以美欧国家为主体,亚非国家正后来居上的论文出版格局;其热点在于重新审视课程背后所蕴含的复杂斗争和深层意义,并关注利益相关者的内心体验及能动作用;同时注重多种研究方法和理论架构的创造性运用。因此我国课程研究者应建立稳定的写作同盟、开发课程理解的多重视角、开展更多的田野调查和实证研究、打造具有本土特色的课程理论体系,才能进一步推动课程研究的国际化进程。

关键词: 课程研究, 知识图谱, 研究方法, 理论视角

Abstract:

The primary objective of curriculum studies in China today is to revive its world leading status in the early 1920s and 1930s, and to have East West curriculum dialogues based on equality and reciprocity. To achieve this, it is necessary to have a comprehensive understanding of the curriculum studies at the global level. Employing a knowledge mapping software Citespace III, this paper tries to offer a systematic review of the collected SSCI essays on different curriculum themes from the database of WoS (Web of Science), conduct quantitative and qualitative analysis from several dimensions (state and institution, keywords, cited reference, theoretical framework and research method) and then reveal the evolution process, characteristics of curriculum research in the past decade as well as its future trends. The study shows that most authors of the published original articles on curriculum are from the USA, Australia and European countries (such as Britain, Sweden and Holland), though some authors from Asian and African countries are trying to catch up with their western counterparts. As to the research focus, international curriculum scholars attempt to reexamine the complex conflicts and implications concerning curriculum from economic, political, cultural, racial and gender perspectives at the macro level. At the micro level, they are interested in the lived experiences, identity and caring for the individual teachers and students in subject teaching and curriculum policy making process. These scholars have also begun to use varied qualitative research methodologies instead of traditional quantitative research dominated paradigm, such as case study, narrative inquiry, ethnographic study, discourse analysis and historical inquiry. They emphasize the building of collaborative relationship between the researcher and the research objects. What's more, they have created a number of original curriculum theories or discourses, contributing to developing curriculum studies into an independent academic discipline. Therefore, to promote the internationalization of curriculum research in China, curriculum scholars are encouraged to accomplish the following tasks. First, it’s essential to establish some critical writing communities at different geographical levels. They can not only turn to international peers for consultation and even invite them to participate in our research process, but also establish sustainable research partnership with foreign institutions through attending or co sponsoring international curriculum conferences (such as the Division B sessions in AERA, the IAACS and AAACS conferences). Second, it's necessary to develop more diversified perspectives or discourses to understand the curriculum in Chinese context, and pay more attention to the multiple identities (such as gender, ethnicity, socioeconomic status), lived experiences and positive strengths of Chinese teachers and students in educational arenas. Third, we should conduct more research studies by using different quantitative and qualitative methodologies, in addition to the traditional philosophical research methods which are currently the mainstream in our curriculum research field. Besides, we should enhance the consciousness of collaborating with research objects (especially the young children) and develop more effective strategies to make this collaboration happen. Finally and also most importantly, curriculum researchers should devote themselves to the localization and reconstruction of western curriculum theories and practical experiences, and on this basis create native and valuable theoretical systems of curriculum informed by our traditional wisdoms (such as Confucianism, Taoism and Buddhism).

Key words: curriculum studies, knowledge mapping, research methodologies, theoretical frameworks