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 (12): 97-110.doi: 10.16382/j.cnki.1000-5560.2025.12.008

• 中国教育学自主知识体系建构 • 上一篇    下一篇

中国高等教育学自主知识体系建构的主体自觉研究

公钦正, 秦惠民   

  1. 北京外国语大学教育学院，北京 100089
  • 接受日期:2025-07-27 出版日期:2025-12-01 发布日期:2025-11-27
  • 基金资助:
    2023年度教育部哲学社会科学研究重大课题攻关项目招标课题“教育强国的内涵、特征与建设路径研究”（23JZD044）；中央高校基本科研业务费专项资金资助年度专题研究项目“教育强国背景下高质量高等教育体系建设研究”（2025ZT004）。

Research on the Subjective Consciousness of the Construction of the Autonomous Knowledge System of China’s Higher Education Discipline

Qinzheng Gong, Huimin Qin   

  1. Graduate School of Education, Beijing Foreign Studies University, Beijing 100089, China
  • Accepted:2025-07-27 Online:2025-12-01 Published:2025-11-27

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摘要：

“主体自觉”是中国高等教育学自主知识体系建构的关键要素。“主我–宾我”连续体的“关系人”人性假设，为理解知识体系建构主体的“悬置思维”提供了恰切的分析框架。运用深度访谈法可以发现，中国高等教育学知识体系建构主体的关系网络以自我为坐标原点，纵向形成师承关系，横向形成与组织成员关系、与共同体成员关系。关系环境在制度、惯习层面为知识体系建构主体提供了潜移默化、不加反思的背景知识，即“文化性”。建构主体正是在生发于各种错综复杂关系的“文化性”基础上，不断建构出作为表象知识的全新高等教育知识体系。“关系”对知识体系建构主体的身份认同及其行为具有决定性意义。知识体系自主与否，取决于建构主体能否在关系网络中确立“我”之主体性的“主体自觉意识”，并具备跳出潜意识，选用背景知识建构新表象知识的“主体自觉能力”。“主体自觉”为知识体系自主与否提供了判断标准。

关键词: 关系本位, 文化性, 高等教育学, 自主知识体系, 建构, 主体自觉

Abstract:

Subjective consciousness is key factor in the construction of the autonomous knowledge system of China’s higher education discipline. The human nature assumption of the “relational person” in the continuum of “I-me” provides a precise analytical framework for understanding the “suspended thinking” of knowledge system constructing subject. Using the method of in-depth interviews, the relationship network of Chinese higher education knowledge system constructing subject takes self as the coordinate origin, vertically forming teacher-student relationships, and horizontally forming relationships with organizational members and community members. The relational environment provides a subtle and non-reflective background knowledge for knowledge system constructing subject at the institutional and habitual levels, known as cultural significance. Constructing subject constantly constructs a new higher education knowledge system as surface knowledge based on the “cultural significance” foundation that arises from various complex relationships. The relationship has a decisive significance for the identity and behavior of knowledge system constructing subject. The autonomy of the knowledge system depends on whether the constructor can establish a self-awareness of the subjectivity of “me” in the relational network, and has the ability to actively choose and construct new surface knowledge by jumping out of the subconscious and using background knowledge. Thus, it provides a judgment standard for autonomy.

Key words: relationship oriented, cultural significance, higher education discipline, autonomous knowledge system, construct, subjective self-awareness