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 (2): 1-17.doi: 10.16382/j.cnki.1000-5560.2024.02.001

• 特稿 •    

论中国教育学自主知识体系建设

刘贵华, 孟照海   

  1. 中国教育科学研究院，北京 100088
  • 出版日期:2024-02-01 发布日期:2024-01-17
  • 基金资助:
    中央级公益性科研院所基本科研业务费专项资助项目“中国特色教育学学科、学术和话语体系建设研究”（GYB2022002）

On the construction of independent knowledge system of Chinese pedagogy

Guihua Liu, Zhaohai Meng   

  1. China National Academy of Educational Sciences, Beijng 100088, China
  • Online:2024-02-01 Published:2024-01-17

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摘要：

中国教育学学科成熟、学术繁荣和话语自觉的标志，是形成了自主的知识体系。百余年来，作为“西学东渐”产物的中国教育学经历了多次推倒重来的发展，但始终将民族性与继承性作为自主知识建构的主线，将时代性与原创性作为学科知识发展的动力，将系统性与专业性作为学科获得认同的基础。新中国成立70多年来，教育的民生属性、战略属性和政治属性随时代变迁而日益凸显。中国教育学自主知识体系由学科体系、学术体系、话语体系、教材体系、治理体系构成。具体而言，在内容形态上由标识性概念、核心知识和前沿知识构成；在生产机制上由学科、学派、学会和学术刊物构成；在转化应用上由实践知识、政策知识和教育思想构成。教育学的中国特色源于中国教育传统、中国教育实践和中国教育问题，建基于学科自觉、学术自律和文化自信。要处理好中国特色与普遍知识的辩证关系，夯实学科体系的基座，激发学术体系的原创性，增强教材体系的导向性，提高治理体系的有效性，让中国教育学“说得出”“用得上”“传得开”“叫得响”，为教育强国建设提供思想先导和理论支撑。

关键词: 中国教育学, 自主知识体系, 学科体系, 学术体系, 话语体系

Abstract:

The formation of independent knowledge system marks mature discipline, prosperous scholarship and self-conscious discourse of Chinese pedagogy. Originated from “Western Learning Spreading to the East”, Chinese pedagogy repeatedly suffered from overwhelming destructions for more than 120 years. Whereas, Chinese pedagogy all along pursues nationality and succession as main line of independent knowledge construction, takes timeliness and originality as powerful drive for knowledge development, and persists in systematisms and professionality as basis of social identity. Chinese education has increasingly highlighted its properties as people’s wellbeing, national strategy and political arena with changing times for more than 70 years since the founding of PRC. The independent knowledge system of Chinese pedagogy consists of discipline system, academic system, discourse system, textbook system and governance system. Specifically, it is composed of iconic concepts and terminology, core knowledge and cutting-edge knowledge in terms of content formation. The knowledge production of Chinese pedagogy is achieved by academic discipline, school, association and publication. The knowledge development is propelled by mutual transformation of practice knowledge, policy knowledge and education thoughts. The characteristics of Chinese pedagogy stems from valuable tradition, vivid practice and idiographic issues of China’ education, and is based on disciplinary consciousness, academic autonomy and cultural confidence. It is imperative to properly cope with dialectics of Chinese characteristics and general knowledge, lay a solid foundation of education discipline and ignite originality of academic system, enhance coherence of textbook system, take leading role of governance system with all efforts to promote clear articulation, regular adoption, worldwide spreading and powerful impact of Chinese pedagogy.The end is to provide guidance of thoughts and foundation of theories for building education power.

Key words: Chinese pedagogy, independent knowledge system, discipline system, academic system, discourse system