嬗变与进阶:中国民族教育学的学科发展审思  

A Probe into the Disciplinary Development of Chinese Minzu Education:Evolution and Progression

作　　者：苏德[1] 国建文 袁梅[1] Su De;Guo Jianwen;Yuan Mei(School of Education,Minzu University of China,Beijing 100081)

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《教育研究》2020年第4期107-114,共8页Educational Research

基　　金：国家社会科学基金2017年度重大项目“蒙古族教育史(1947—2017)”(项目编号:17ZDA322)的研究成果。

摘　　要：中国民族教育学经历了从无到有、从研究领域到学科独立的发展历程,在学科自身建设与学科外部建制等方面取得了显著成效,学科自身建设逐步走向规范化轨道,学科外部建制逐步形成群落化生态。反观现实,民族教育学学科发展进程中仍然存在学科性质偏离、学科研究对象不定、学科概念模糊以及学科研究方法固化等学科规制中的基本问题与学科外部建制的学科化问题。展望未来,中国民族教育学学科势必要持续、深入开展民族教育学的元研究,促进民族院校乃至普通高等学校民族教育学学科建制的学科化,努力构建中国特色民族教育学学科话语体系,进而构建全新的民族教育理论框架,建设中国特色的民族教育学。Chinese Minzu education,which grew out of nothing,and developed from merely a research field to an independent discipline,has made remarkable achievements in the gradually-standardized disciplinary construction,and the community-oriented external establishment of the discipline.But in reality,in the disciplinary development of Minzu education,there are still some basic problems,such as the denatured discipline,the uncertain research objects,the ambiguous concepts,the solidified research methods,and the problems involving the disciplinization in the external establishment.In the future,Chinese Minzu education will need to unremittingly carry out in-depth meta-research,promote its disciplinization in Minzu colleges and universities or even in general colleges and universities,and build the discipline of Minzu education with Chinese characteristics by creating a discourse system of Minzu education with Chinese characteristics thus pushing forward the establishment of a new theoretical framework of Minzu education.

关 键 词：民族教育学 话语体系 学科规制 学科化 

分 类 号：G759.2[文化科学—教育学]