Type Analysis of Basic Concepts of Chinese Characteristics Pedagogy in the New Era

doi:10.16382/j.cnki.1000-5560.2025.02.001

Abstract

Abstract:

Since the 18th National Congress of the Communist Party of China, China’s education has undergone structural and historical changes. A series of new concepts have been proposed around the development of education reform, which constitute the basic expression of Chinese characteristic pedagogy in the new era. These concepts can be analyzed from multiple dimensions, and can be classified into original concepts, derivative concepts, and reshaped concepts based on their sources. They can be classified into basic educational theory concepts, curriculum and teaching theory concepts, educational governance and change concepts based on their content. Also, they can be classified into category relationship concepts, cross relationship concepts, and contradictory relationship concepts based on their compatibility.

Key words: pedagogy, Chinese characteristics pedagogy in the new era, basic concepts, type analysis

Jinzhou Zheng. Type Analysis of Basic Concepts of Chinese Characteristics Pedagogy in the New Era[J]. Journal of East China Normal University(Educationa, 2025, 43(2): 1-9.

Figures/Tables 1

References

	陈燮君. (1991). 学科学导论. 上海: 上海三联书店.
	邓小平. (1993). 邓小平文选(第3卷). 北京: 人民出版社.
	郭树勇. (2023). 习近平外交思想的概念体系初探——一种类型-关系-功能的分析. 国际观察, (01), 1- 38.
	胡中锋. (1999). “教育学逻辑起点”研究述评——教育学有没有逻辑起点. 现代教育论丛, (01), 15- 18.
	江泽民. (2002). 全面建设小康社会开创中国特色社会主义新局面. 北京: 人民出版社.
	金岳霖. (1979). 形式逻辑. 北京: 人民出版社.
	李建华, 张响娜. (2019). “立德树人”作为思想政治教育概念究竟如何理解. 浙江师范大学学报(社会科学版), (06), 61- 67.
	李政涛, 文娟. (2020). “五育融合”与新时代“教育新体系”的构建. 中国电化教育, (3), 7- 16.
	马克思. (2004). 资本论(第1卷). 北京: 人民出版社.
	毛泽东. (1991). 毛泽东选集(第1卷). 北京: 人民出版社.
	毛泽东. (1999). 毛泽东文集(第7卷). 北京: 人民出版社.
	瞿葆奎. (1999). 元教育学研究. 杭州: 浙江教育出版社.
	沈剑平. (1988). 教育学逻辑起点初探. 教育研究, (03), 34- 39.
	石中英. (2023). 教育强国: 概念辨析、历史脉络与路径方法——学习领会党的二十大报告中有关教育强国建设的重要论述. 清华大学教育研究, (01), 9- 18.
	王涛, 李福林. (2023). 教育强国: 从概念模型到精准定义. 当代教育论坛, (02), 1- 9.
	习近平. (2014a). 习近平参加上海团审议. 解放日报, 2014-03-06 (01).
	习近平. (2014b). 做党和人民满意的好老师——同北京师范大学师生代表座谈时的讲话. 北京: 人民出版社.
	习近平. (2016). 习近平总书记在全国高校思想政治工作会议上强调: 把思想政治工作贯穿教育教学全过程开创我国高等教育事业发展新局面. 人民日报, 2016-12-09 (01).
	习近平. (2018). 习近平强调坚持中国特色社会主义教育发展道路培养德智体美劳全面发展的社会主义建设者和接班人. 人民日报, 2018-09-11 (01).
	习近平. (2020). 思政课是落实立德树人根本任务的关键课程. 求是, (17), 4- 16.
	习近平. (2021a). 习近平在陕西榆林考察时强调解放思想改革创新再接再厉谱写陕西高质量发展新篇章. 人民日报, 2021-09-16 (01).
	习近平. (2021b). 在服务和融合新发展格局上展现更大作为奋力谱写全面建设社会主义现代化国家福建篇章. 人民日报, 2021-03-26 (01).
	习近平. (2022). 高举中国特色社会主义伟大旗帜为全面建设社会主义现代化国家而团结奋斗. 人民日报, 2022-10-26 (02).
	习近平. (2023a). 习近平著作选读(第二卷). 北京: 人民出版社.
	习近平. (2023b). 习近平在中共中央政治局第三次集体学习时强调切实加强基础研究夯实科技自立自强根基. 人民日报, 2023-02-23 (01).
	习近平. (2023c). 习近平出席中国共产党与世界政党高层对话会并发表主旨讲话. 人民日报, 2023-03-16 (01).
	习近平. (2023d). 习近平致全国优秀教师代表的信. 人民日报, 2023-09-10 (01).
	习近平. (2023e). 扎实推动教育强国建设. 求是, (18), 4- 7.

[1]	Dietrich Benner. Ten Theses on the Origins and Pragmatics of Modern Pedagogy and Social Pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(9): 33-41.
[2]	Zhengtao Li. Why Conceptual Research is Important: Building the Conceptual Cornerstone for the Construction and Development of Pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(8): 1-8.
[3]	Guihua Liu, Zhaohai Meng. On the construction of independent knowledge system of Chinese pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 1-17.
[4]	Zhengtao Li, Xiaoxiao Xu. From “Basic Education” to “Basic Pedagogy”: Constructing China’s Independent Knowledge System of Basic Pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(11): 146-153.
[5]	Jinsong Hu, Chong Fan. Enhancing Pedagogical Consciousness in the Study of Educational Law [J]. Journal of East China Normal University(Educational Sciences), 2024, 42(10): 23-39.
[6]	Zhengmei Peng, Xiaoyong Zhou, Yuan Gao, Qingtao Wang, Fangting Shi. Tianxia-Curriculum: On the Fourfold Vision of Education of Future [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(12): 13-25.
[7]	Ruyu Hung. Ecopedagogy: Retrospect and Prospect [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(12): 26-33.
[8]	Guangbin Zhang, Kexun Xue. The Underlying Logic and Construction Path of Digital Pedagogy: On the Construction of Chinese Digital Pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2023, 41(11): 67-84.
[9]	Huaiyin Hou, Zuoye Yuan. Rural Revitalization Calls for Rural Pedagogy [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(12): 50-62.
[10]	Yong Jiang, Huijuan Di, Jin Huang. The Construction of Kindergarten Teacher’s Quality Monitoring System: Based on the Structural Equation Model Analysis for 1,768 Kindergarten Teachers in Shanghai [J]. Journal of East China Normal University(Educational Sciences), 2022, 40(12): 73-90.
[11]	Zhongjing Huang, Liang Cheng. Developmental Trajectory and Reform Innovation of Pedagogy in PRC: For the 70^th Anniversary of the Founding of East China Normal University [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(10): 12-26.
[12]	Chen Guisheng. On the Confidence of Educational Culture in China: The Sixth Reflection of “What Exactly is Pedagogy” [J]. Journal of East China Normal University(Educational Sciences), 2020, 38(2): 97-102.
[13]	Wu Honglin. Technological Progress and Educational Development: Two Possibilities of Pedagogy in the Age of Artificial Intelligence [J]. Journal of East China Normal University(Educationa, 2019, 37(5): 26-37.
[14]	Ma Hemin, Wang Desheng, Yin Han. Pedagogy in the Information Technology Age is an “Entertainment Science” [J]. Journal of East China Normal University(Educationa, 2019, 37(5): 56-66.
[15]	Hou Huaiyin, Xu Lili. Dissemination and Reflection of Wolfgang Brezinka's Meta-Pedagogy in China [J]. Journal of East China Normal University(Educationa, 2019, 37(2): 144-150.