Journal of East China Normal University(Educationa ›› 2019, Vol. 37 ›› Issue (5): 92-104.doi: 10.16382/j.cnki.1000-5560.2019.05.008

Previous Articles     Next Articles

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

RichHTML

110

PDF

501

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