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) ›› 2026, Vol. 44 ›› Issue (1): 34-43.doi: 10.16382/j.cnki.1000-5560.2026.01.003

• 中国教育学自主知识体系建构 • 上一篇    下一篇

对话中华教育学会李军会长：从中国教育故事到自主知识体系的实践跃迁

荆洲1, 李军2   

  1. 1. 福建师范大学教育学院，福州 350007
    2. 加拿大西安大略大学教育学院，加拿大安大略省伦敦市，ON N6G 1G7
  • 接受日期:2025-09-08 出版日期:2026-01-01 发布日期:2025-12-31
  • 基金资助:
    全国教育科学规划国家一般课题“数字孪生赋能中小学大规模因材施教的影响机制与实现路径研究”（BHA250108）。

Dialogue with President Li Jun of the CSE: From Narrating China’s Educational Stories to Practicing an Autonomous Knowledge System

Zhou Jing1, Jun Li2   

  1. 1. College of Education, Fujian Normal University, Fuzhou 350007, China
    2. Faculty of Education, Western University, London, Ontario, N6G1G7, Canada
  • Accepted:2025-09-08 Online:2026-01-01 Published:2025-12-31

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摘要：

在国际学术话语权博弈加剧的背景下，科学传播中国教育故事和促进本土知识生产范式创新，跳出“依附性知识生产”困境，已成为中华教育学者的战略性命题。为此，福建师范大学教育学院博士候选人荆洲与中华教育学会（The Chinese Society for Education，CSE）李军会长聚焦教育叙事传播、叙事与知识生产的关联、新兴交叉学科建设路径等议题展开对话，达成深度理解与共识。李军会长提出，讲好中国教育故事，需要尊重多元主体的叙事差异，遵循“先听后讲”理念与“真实、相信、循证”（JTB）原则，同时，探索自主知识体系的实践应遵循“教育叙事—知识生产—学科建设”脉络。李军教授建议：通过学科制度化建设、国际学术话语权建设、跨文化学术共同体培育等途径，推动中国教育经验转向兼具本土特色与全球适用性的学科体系，为构建中国教育学自主知识体系贡献力量。

关键词: 中国教育叙事, 自主知识体系, 文明互鉴, 教育改进科学, 知识生产

Abstract:

Amid intensifying global competition for academic discourse power, Chinese education scholars face a strategic imperative: communicating China’s educational narratives and innovating indigenous knowledge production paradigms to transcend “dependent knowledge creation.” Jing Zhou from Fujian Normal University and Jun Li, President of the Chinese Education Association, engaged in a dialogue focusing on educational narrative dissemination, the nexus between narrative and knowledge production, and pathways for emerging interdisciplinary development, reaching profound consensus. Jun Li emphasized that authentically communicating China’s educational stories requires respecting narrative diversity among stakeholders and adhering to the principle of “listening before speaking” alongside the JTB (truth, belief, justification) framework. His practice in constructing an autonomous knowledge system follows the pathway of “educational narrative→knowledge production→disciplinary development.” He proposed institutionalizing disciplines, cultivating international academic influence, and fostering cross-cultural scholarly communities to transform China’s educational experience into a discipline with both local distinctiveness and global relevance, thereby contributing to an independent pedagogical knowledge system.

Key words: Chinese educational narratives, autonomous knowledge system, civilizational mutual learning, educational improvement science, knowledge production