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 (11): 127-145.doi: 10.16382/j.cnki.1000-5560.2024.11.008

• 学段与类型 • 上一篇    

实证研究对中国学前教育学自主知识体系建构的贡献与展望

虞永平1, 原晋霞1, 张斌2, 曾晓滢2   

  1. 1. 南京师范大学教育科学学院，南京 210097
    2. 江苏第二师范学院学前教育学院，南京 210013
  • 出版日期:2024-11-01 发布日期:2024-10-18
  • 基金资助:
    教育部人文社会科学规划基金一般项目“质量视域下人工智能与学前教育融合的路径与策略研究”（21YJA880080）。

The Contribution and Prospect of Empirical Research on Preschool Education in China to the Construction of Self-independent Knowledge System

Yongping Yu1, Jinxia Yuan1, Bin Zhang2, Xiaoying Zeng2   

  1. 1. School of Education Science, Nanjing Normal University, Nanjing 210097, China
    2. School of Preschool Education, Jiangsu Second Normal University, Nanjing 210013, China
  • Online:2024-11-01 Published:2024-10-18

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摘要：

中国学前教育学自主知识体系的构建与完善，对于推动学前教育科学决策、高质量发展以及教育强国目标的实现具有重要影响。回顾中国学前教育研究的百年历程，聚焦实践问题的流变并开展实证研究，始终是该领域研究的原始基质和重要特征。研究围绕“儿童发展”“学前教育”“学前教育事业发展”三个核心主题，选取自1919年以来的中国学前教育学实证研究文献，共1619篇论文和17部著作。通过对文献的系统性梳理和分析，提炼了实证研究的主要知识产出，并从自主知识体系建构的视角出发，对现有实证研究的贡献与问题进行剖析和反思。基于此，提出了学前教育学实证研究的未来展望，以期为该领域的持续发展和创新提供参考。

关键词: 自主知识体系, 学前教育, 实证研究, 知识产出

Abstract:

The construction and improvement of self-independent knowledge system in preschool education have significant implications for promoting scientific decision-making, high-quality development, and the realization of the goal of becoming a strong educational nation in preschool education. A review of the century-long journey of preschool education research in China reveals that focusing on the evolution of practical issues and conducting empirical research have always been the original foundation and important characteristics of research in this field. This study revolves around three core themes: “child development” “preschool education” and “development of preschool education” and selects empirical research literature on Chinese preschool education since 1919, totaling 1,619papers and 17 books. Through systematic review and analysis of the literature, the main knowledge outputs of empirical research are extracted, and from the perspective of self-independent knowledge system construction, the contributions and issues of existing empirical research are analyzed and reflected upon. Based on this, the future prospects for empirical research in preschool education are proposed, aiming to provide references for the continuous development and innovation in this field.

Key words: self-independent knowledge system, preschool education, empirical research, knowledge production