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 (10): 32-44.doi: 10.16382/j.cnki.1000-5560.2026.10.003

• 中国教育学自主知识体系建构 • 上一篇    下一篇

中国教师教育学自主知识体系的核心特质与建构路径

肖正德1, 闫碧舟2   

  1. 1. 杭州师范大学中国教育现代化研究院，杭州 311121
    2. 杭州师范大学经亨颐教育学院，杭州 311121
  • 出版日期:2026-10-01 发布日期:2026-09-28

The Core Traits and Construction Path of the Independent Knowledge System of Chinese Teacher Pedagogy

Zhengde Xiao1, Bizhou Yan2   

  1. 1. Chinese Education Modernization Research Institute, Hangzhou Normal University, Hangzhou 311121, China
    2. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China
  • Online:2026-10-01 Published:2026-09-28

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摘要：

随着教育强国建设和高素质专业化教师队伍建设的不断推进，构建中国教师教育学自主知识体系成为一项重要而紧迫的战略任务。“中国教育自主知识体系”“中国教育学自主知识体系”“中国教师教育自主知识体系”和“中国教师教育学自主知识体系”分别对应集体智慧结晶、宏观学科规划、实践知识样态和学科知识确证，四者构成源流、从属、互动且彼此生成的辩证关系。中国教师教育学自主知识体系具有主体生成的高度实践性、价值导向的伦理规定性、理论实践的动态转化性和多维协同的系统整合性等核心特质。中国教师教育学自主知识体系建构，理论层面应固本培元，确立自主性原则，构建“五位一体”的核心架构；实践层面要扎根大地，推动政策、实践与研究共同体多元驱动知识生产；方法层面须守正创新，倡导多元方法、加强实证研究并探索本土化范式。通过构建理论、实践与方法协同演进，并建立相应的自主学术评价机制，将有力促进中国教师教育学自主知识体系的系统化建设与国际对话。

关键词: 教师教育学, 自主知识体系, 核心特质, 本土建构, 系统建构

Abstract:

With the continuous advancement of building a strong educational nation and a high-quality specialized teaching force, constructing an autonomous knowledge system for Chinese teacher education has become an important and urgent strategic task. The “autonomous knowledge system of Chinese education,” “autonomous knowledge system of Chinese pedagogy,” “autonomous knowledge system of Chinese teacher education,” and “autonomous knowledge system of Chinese teacher pedagogy” correspond to the crystallization of collective wisdom, macro-disciplinary planning, the form of practical knowledge, and disciplinary knowledge verification, respectively. These four constitute a dialectical relationship characterized by shared origins, subordination, interaction, and mutual generation. The autonomous knowledge system of Chinese teacher pedagogy possesses core characteristics such as the high practicality of subject generation, the ethical prescriptiveness of value orientation, the dynamic transformation of theory and practice, and the systematic integration of multi-dimensional collaboration. In terms of construction, at the theoretical level, it is essential to consolidate the foundation, establish the principle of autonomy, and build a “five-in-one” core architecture; at the practical level, it is necessary to be rooted in the local context, promoting multi-dimensional driven knowledge production by policy, practice, and research communities; at the methodological level, it is required to uphold integrity while innovating, advocating for diverse methods, strengthening empirical research, and exploring localized paradigms. By constructing an ecosystem of collaborative evolution of theory, practice, and methods, and establishing corresponding autonomous academic evaluation mechanisms, the systematic construction and international dialogue of the autonomous knowledge system of Chinese teacher pedagogy will be effectively promoted.

Key words: teacher pedagogy, autonomous knowledge system, core characteristics, localized construction, systematic construction