华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2024, Vol. 42 ›› Issue (11): 146-153.doi: 10.16382/j.cnki.1000-5560.2024.11.009

• 学段与类型 • 上一篇    下一篇

从“基础教育”到“基础教育学”：建构中国自主基础教育学知识体系

李政涛1,2,3, 徐晓晓1   

  1. 1. 广西师范大学教育学部，桂林 541004
    2. 华东师范大学基础教育改革与发展研究所，上海 200062
    3. 教育部中学校长培训中心，上海 200062
  • 出版日期:2024-11-01 发布日期:2024-10-18
  • 基金资助:
    本文系作者担任广西师范大学国家人才计划讲座教授（西部支持计划）聘期研究成果。

From “Basic Education” to “Basic Pedagogy”: Constructing China’s Independent Knowledge System of Basic Pedagogy

Zhengtao Li1,2,3, Xiaoxiao Xu1   

  1. 1. Faculty of Education, Guangxi Normal University, Guilin 541004, China
    2. Institute of Schooling Reform and Development, East China Normal University, Shanghai 200062, China
    3. National Training Center for Secondary School Principals, Ministry of Education, Shanghai 200062, China
  • Online:2024-11-01 Published:2024-10-18

RichHTML

8

PDF

142

摘要：

“基础教育”是一个全息性的存在，是通向基础教育学的核心枢纽与关键按钮。基础教育学是“基础教育”之学，是涉及基础教育理论与基础教育实践的“关系之学”。目前，基础教育学正处于“起步”阶段，构建扎根于基础教育的基础教育学知识体系，是当前亟需完成的重大任务，也是基础教育研究者的内在使命。然而，基础教育学面临着三重困境：一是理论与实践的关系问题；二是中外交流对话问题；三是与相关学科的关系问题。为此，基础教育学必须形成自己的知识体系，以赢得自身真正的学术地位。具体而言，“中国自主基础教育学知识体系”涵盖研究性质、研究对象、研究目标、研究内容和研究方法等基本维度，需要通过三实交融、学科交叉、理实共生、协同共创、国际对话以及数智赋能等多种方式，逐步推动中国自主基础教育学知识体系的建成与完善，进而走向丰实与丰富。

关键词: 基础教育, 基础教育学, 中国, 自主知识体系

Abstract:

“Basic education” is a holistic entity that serves as a crucial gateway and key mechanism leading to the study of Basic Pedagogy. Basic Pedagogy is the study of “basic education” itself, focusing on the “relationship studies” between basic education theory and practice. Currently, Basic Pedagogy is in an “initial” stage. Constructing China’s independent knowledge system for Basic Pedagogy, rooted in basic education, is an urgent and important task, as well as an inherent mission for researchers in this field. However, Basic Pedagogy faces three major dilemmas: first, the challenge of the relationship between theory and practice; second, the issue of dialogue and exchange between China and other countries; and third, the issue of its relationship with related disciplines. Therefore, Basic Pedagogy must establish its own knowledge system to achieve genuine academic recognition. Specifically, “China’s independent knowledge system of Basic Pedagogy” covers fundamental dimensions such as the nature of research, research objects, research goals, research content, and research methods. This system should be progressively developed and refined through various approaches, including the integration of “three realities” (practice, experiment, and empirical evidence), interdisciplinary collaboration, the symbiosis of theory and practice, collaborative creation, international dialogue, and the empowerment of digital intelligence, leading it towards greater depth and richness.

Key words: basic education, basic pedagogy, China, independent knowledge system