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) ›› 2025, Vol. 43 ›› Issue (2): 10-18.doi: 10.16382/j.cnki.1000-5560.2025.02.002

• 中国教育学自主知识体系建构 • 上一篇    

中国特色教育学标识性概念建构

温晓情1, 冯建军2   

  1. 1. 南京师范大学教育科学学院，南京 210097
    2. 南京师范大学道德教育研究所，南京 210097
  • 接受日期:2024-09-23 出版日期:2025-02-01 发布日期:2025-01-18
  • 基金资助:
    国家社会科学基金“十四五”规划2022年度教育学重大课题“中国特色社会主义教育学话语体系研究”（VAA220010）。

Construction of the Symbolic Concept of Pedagogy with Chinese Characteristics

Xiaoqing Wen1, Jianjun Feng2   

  1. 1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
    2. Research Institute of Moral Education, Nanjing Normal University, Nanjing 210097, China
  • Accepted:2024-09-23 Online:2025-02-01 Published:2025-01-18

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摘要：

中国特色教育学自主知识体系的构建以自主概念体系为根本保证，要求概念具有学科标识性、理论标识性和中国标识性。提炼中国特色教育学标识性概念，首先要明确中国特色教育学的学理框架，保证提炼出来的概念是具有学科联系性的“教育学”的概念，这是概念建构的学科前提；其次要在学理框架内扎根中国大地广泛提炼教育学概念，保证原创教育学概念是具有学理性的概念，这是概念建构的理论基石；最后要遵循差异性原则进一步突出教育学概念的中国标识性，建构起中国特色教育学标识性概念。但中国特色教育学自主知识体系不可能建立在碎片化的教育学概念之上，这就要求进一步明确中国特色教育学标识性概念的学科结构、逻辑层次和内容体系，从而为教育学概念的逻辑化、体系化提供结构支撑。

关键词: 中国特色教育学, 自主知识体系, 教育学标识性概念, 层级结构

Abstract:

The construction of the independent knowledge system of pedagogy with Chinese characteristics is fundamentally guaranteed by the independent concept system, which requires the concept to have discipline identity, theoretical identity and Chinese identity. To refine the symbolic concept of pedagogy with Chinese characteristics, we should first clarify the theoretical framework of pedagogy with Chinese characteristics, and ensure that the refined concept is the concept of “pedagogy” with disciplinary connection, which is the disciplinary premise of concept construction; Secondly, we should take root in China and refine the concept of pedagogy extensively within the theoretical framework to ensure that the original concept of pedagogy is a concept with academic rationality, which is the theoretical cornerstone of concept construction; Finally, following the principle of difference, we should further highlight the Chinese identity of the local concept of pedagogy and construct the concept of pedagogy identity with Chinese characteristics. However, the independent knowledge system of pedagogy with Chinese characteristics cannot be established on the fragmented concept of pedagogy, which requires further clarifying the disciplinary structure, logical level and content system of the symbolic concept of pedagogy with Chinese characteristics, so as to make the concept of pedagogy logical and systematic.

Key words: pedagogy with Chinese characteristics, independent knowledge system, the symbolic concept of pedagogy, hierarchy