新课改以来课程与教学研究知识增长方式的探究——基于CiteSpace知识图谱的分析  

On the Knowledge Growth of Curriculum and Teaching Studies Since New Curriculum Reform——Based on the Analysis of the CiteSpace Mapping Knowledge Domain

作　　者：曹东云[1] 谢利民[2] 

机构地区：[1]江西师范大学课程与教学研究所 [2]上海师范大学教育学院

出　　处：《江西师范大学学报（哲学社会科学版）》2014年第3期104-109,共6页Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：上海市地方高校大文科研究生学术新人培育计划(编号:B-7063-12-001030);教育部人文社会科学研究青年项目(编号:10YJC880010);江西省高校"十二五"重点建设学科(教育技术学)专项资助(编号:赣教研字[2011]12号)

摘　　要：知识增长方式可成为评价新课改效果的角度之一。利用文献计量软件CiteSpace3.5.R10及内容分析,从"问题情境"、"组织形式"角度对2001-2012年间的课程与教学研究成果进行梳理。结果表明,该领域的知识生产方式出现变化:1.主题重构。从宏大、抽象主题向微小、情境化主题转移。2.机构重组。研究机构以高校为主;话语权被分解;机构间的异质合作增多。由此推论,该变化可能是研究对多元应用情境的回应;该领域知识增长初具良性的异质特征。建议今后研究应强化对知识市场需求的回应、对应用情境的观照、机构间的异质合作。The knowledge growth mode could be a dimension for evaluating the effects of new curric- ulum reform. By using bibliometric software CiteSpace3.5. R10 and content analysis, from the view of context and organization,and based on the curriculum and teaching studies from 2001 to 2012,the results show that the production of curriculum and teaching studies has changed. 1. Topics are recon- structed. The topics have transferred from grand, abstractive to tiny, situational ones. 2. Organizations are reconfigured. Most of institutions are universities. The speaking right has been decomposed. The heterogeneous cooperation among the institutions has gradually increased. It is inferred that the topics reconstruction and organizations reconfiguring reflect a response to the practical situations. Accord- ingly, the knowledge growth in this field implies some heterogeneous traits. It is recommended to re- spond the knowledge market demand, contemplate the context of application, and strengthen the het-erogeneous cooperation in the future.

关 键 词：新课改 课程与教学研究 知识增长方式 异质合作 

分 类 号：G423.07[文化科学—课程与教学论]