中国特色比较教育学建设路径:研究回顾与未来展望  

Constructing Comparative Education with Chinese Characteristics:Review and Prospect

作　　者：王建梁[1] 杨阳[1] WANG Jianliang;YANG Yang(College of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教师教育学报》2022年第1期71-82,共12页Journal of Teacher Education

基　　金：国家社会科学基金“十三五”规划2019年度教育学一般课题“比较教育学思想流派研究”(BDA190068),项目负责人:李文英。

摘　　要："建设有中国特色比较教育学"话语的提出既象征着比较教育领域西方话语霸权的终结,同时也为我国比较教育学科发展及生存危机的消解提供了治本之策。以具体的话语表征为节点,具有中国特色的比较教育学研究历程可以划分为前话语、话语创生、话语架构和话语转型四个阶段。其研究论题呈现出坚持以马克思主义理论为总向导、立足中国传统哲学这一基本生长点、主张构建具有中国特色的比较教育原创理论体系及本土学科流派等特征。为进一步深化中国特色比较教育研究,中国比较教育工作者应直面中国教育问题,深化中国特色比较教育理论研究,形成以中国特色比较教育学派为核心的学术关系网络,并推动中国比较教育实现从吸收借鉴到服务人类共同发展的价值转换。The proposition of “Building Comparative Education with Chinese Characteristics” not only symbolizes the end of Western discourse hegemony in the field of comparative education research, but also provides a fundamental solution of the crisis in the field of Chinese comparative education studies and disciplinary construction. According to the specific discourse threshold, the process of the research on the topic of comparative education with Chinese characteristics can be divided into four major stages: pre-discourse, discourse shaping, discourse establishing, and discourse transforming. These researches are characterized by features: adherence to the guidance of Marxism, traditional Chinese philosophy as the basis, and building theoretical framework and schools of comparative education with Chinese characteristics. To contribute furthermore, Chinese researchers are advised to focus on the issues of Chinese education, deepening the theoretical research, forming an academic relationship network centered on the comparative education schools with Chinese characteristics, and promoting its value conversion from absorbing and learning to serving the common development of mankind.

关 键 词：比较教育学 中国本土比较教育 中国教育 话语转型 价值转向 

分 类 号：G40-059.3[文化科学—教育学原理]