Journal of East China Normal University(Educational Sciences) ›› 2020, Vol. 38 ›› Issue (9): 228-250.doi: 10.16382/j.cnki.1000-5560.2020.09.012

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The Knowledge Production of the Empirical Research and Its Value Guidance for the Development of Preschool Education in China: Based on the Analysis of Sample Papers from 2015 to 2019

Zhang Bin1, Cheng Chen2, Zhang Shuai2, Yu Yongping2   

  1. 1. Preschool Education School,Jiangsu Second Normal University,Nanjing 210013, China;
    2. School of Education Science, Nanjing Normal University ,Nanjing 210024, China
  • Published:2020-09-15

Abstract: This study selects 124 empirical-research papers published from 2015 to 2019 that focus on the development of preschool education in China and that have a certain academic impact, and compares with non-empirical research papers on similar topics. It offers a quantitative analysis of their quantity distribution, authors, hot topics, research paradigms and methods, theoretical application, influence, etc. Through a content analysis of the core conclusions of the papers, we identify the main knowledge production, and thus reveal the empirical research’s value guidance for the development of preschool education in China and promotion to it. It is found that in recent years, empirical research has produced four kinds of knowledge: description, explanation, improvement and prediction, involving the comprehensive development status of preschool education, resource supply and allocation, teaching staff construction, investment and guarantee, government supervision and administration, quality of nursery and education, etc. Empirical research promotes the development of preschool education by presenting basic facts, proving basic concepts, discovering basic principles and proposing basic strategies. This study also puts forward some suggestions to promote the development of empirical research on preschool education in China.

Key words: preschool education, empirical research, knowledge production, value guidance