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) ›› 2019, Vol. 37 ›› Issue (5): 92-104.doi: 10.16382/j.cnki.1000-5560.2019.05.008

• 基本理论与基本问题 • 上一篇    下一篇

中国语境中学习科学发展的历史进路和当代使命——基于科学范式形成及其知识图谱证据的分析

赵健1, 杨晓哲2   

  1. 1. 华东师范大学国际与比较教育研究所, 上海 200062;
    2. 华东师范大学课程与教学研究所, 上海 200062
  • 出版日期:2019-09-20 发布日期:2019-09-11
  • 基金资助:
    国家社会科学基金"十三五"规划2017年度教育学一般课题"以儿童学习为中心的中国情境教育范式的建构与国际比较研究"（BHA170132）。

The Historical Approach and Contemporary Mission of Learning Science Development in Chinese Context: An Analysis Based on the Formation of Scientific Paradigm and its Knowledge Graph Evidence

Zhao Jian1, Yang Xiaozhe2   

  1. 1. Institute of International and Comparative Education, East China Normal University, Shanghai 200062, China;
    2. Institute of Curriculum and Instruction, East China Normal University, Shanghai, 200062, China
  • Online:2019-09-20 Published:2019-09-11

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摘要： 本文在改革开放四十年的语境中分析了学习科学发展的成就，提出了当代中国的学习科学研究范式的形成问题。借用库恩的范式理论，本文概括了中国语境下学习科学发展历程的三个阶段：蒙学阶段、心理学范式阶段和当下的科学范式初期阶段。继而通过对中英文相关文献的知识图谱对比分析，证实了科学范式初步的发展进程，同时确认中国学习科学还处于一个学科新知生产机制不健全、针对中国文化背景下学生学习问题的研究尚未凸显的初级阶段，明确指出了中国学习科学发展的当代使命。

关键词: 学习科学, 知识图谱, 中国语境, 学科范式

Abstract: This paper raises the issue of paradigm formation in learning sciences in Chinese context, while analyzing the achievements of Chinese learning research in the past 40 years of reform and opening up. Based on Kuhn's paradigm theory, this paper summarizes the three stages of development of learning science in Chinese context:the pre-scientific stage, the psychological paradigm stage, and the early stage of the scientific paradigm. The process of paradigm shift is then supported by the knowledge graph analysis of related literatures in both Chinese and English. At the same time, through comparison with Western studies, it is proposed that China's discipline of learning sciences is still at an early phase of paradigm formation, with its incomplete mechanism of new knowledge creation and ambiguous Chinese characteristics. The contemporary mission of Chinese learning science development is discussed as well.

Key words: learning sciences, knowledge graph, China's context, discipline paradigm