中国高等教育学的创立、再造与转向  

The Discipline of Chinese Higher Education:Establishment,Reconstruction and Shift of Research Focus

作　　者：王洪才[1] 

机构地区：[1]厦门大学高等教育发展研究中心,福建厦门361005

出　　处：《厦门大学学报（哲学社会科学版）》2009年第4期51-58,共8页Journal of Xiamen University(A Bimonthly for Studies in Arts & Social Sciences)

基　　金：教育部人文社会科学重点研究基地重大项目"高等教育大众化与终身教育体系建构"(05JJD880068);厦门大学新世纪优秀人才计划支持

摘　　要：改革开放30年来,中国高等教育学经历了"学科初创"、"学科认证"、"学科再造"直到今天的"学科转向"四个阶段。这一发展历程展现了高等教育理论探索与改革实践之间的互动逻辑,同时表明,中国高等教育学科建设具有浓厚的本土气质。在新世纪,高等教育研究重心开始向行动研究转移,这预示着中国高等教育学将进一步走向成熟。Over the past 30 years of reform and opening up, the discipline of Chinese higher education has undergone four phases of development, i.e. disciplinary establishment, disciplinary accreditation, disciplinary reconstruction, and shift of research focus. This course reflects the logic of interaction between theoretical explorafiom and reform/practice of higher education; it also shows that the discipline of Chinese higher education has its own distinctive nafiornal features. In the 21st century, Chinese higher education has started to shift its focus on action research, which can be regarded as the precursor to the maturation of the discipline of Chinese higher education.

关 键 词：中国高等教育学 30年回顾 四阶段 

分 类 号：G640[文化科学—高等教育学]