国际高等教育研究的总体态势与中国贡献——基于10种高等教育SSCI高影响因子期刊载文的可视化分析  

Macro Situation and Chinese Contribution of International Higher Education Research——Visualized analysis based on articles from 10 high impact factor SSCI Journals of higher education

作　　者：李冲[1] 李霞[1] LI Chong;LI Xia(Dalian University of Technology, Dalian 116024)

机构地区：[1]大连理工大学高等教育研究院,副教授辽宁大连116024

出　　处：《中国高教研究》2018年第8期60-67,共8页China Higher Education Research

基　　金：国家社会科学基金青年项目"人文社会科学研究的多元多方评价制度结构和运行机制研究"(12CGL003)的研究成果

摘　　要：提高研究成果国际化水平,需要知晓国际高等教育研究的总体态势和中国贡献的现状。中国虽然发文量尚可,但学术影响力和代表性成果相对落后;国际高等教育研究主题和研究取向具有明显的西方中心主义色彩,中国本土化问题没有形成研究的焦点、热点;中国不同地区、机构对国际高等教育研究的贡献差异性显著,香港、台湾地区明显高于大陆。由此,我国高等教育研究应当立足中国现实需要,探索中国特色高等教育研究的国际化道路;学习西方学者以问题为导向,注重微观应用的研究方法,实现研究范式与方法论上的创新与发展;加强地区间的学术交流,深化合作研究的内涵,藉此提升中国高等教育研究的国际化水平与地位。To improve the international level of education research, we should know the overall research situation and the present Chinese contribution. China＇s academic influence and representative articles are lagging behind relatively, although Chinese scholars published not a few volumes of papers; The research topics and approaches employed have obvious western centralism color, and Chinese local problems did not formed research focuses and hotspot issues; The Chinese contribution of different regions and institutions to international higher education research has significant difference. Hong Kong and Taiwan＇s contribution is significantly higher than Chinese Mainland. The implication is that China＇s higher education research should explore the path of internationalization with Chinese characteristics based on the needs of China; learn about problem solving and micro application-oriented research methods from the western scholars to realize the innovation and development of research paradigm and methodology; strengthen academic exchanges between Chinese three places of two sides and deepen the cooperative research connotation to promote the internationalization level and status of Chinese higher education research.

关 键 词：高等教育研究 SSCI期刊 热点问题 焦点论域 可视化分析 

分 类 号：G649.1[文化科学—高等教育学] G353.1[文化科学—教育学]