我国关于日本教师教育研究述评——基于CNKI(1990—2020)的文献计量与知识图谱分析  

Areview of Chinese Research on Japanese Teacher Education——A Bibliometrics and Knowledge Mapping Analysis Based on Cnki (1990—2020)

作　　者：陈春梅 许诺 CHEN Chun-mei;XU Nuo(Teacher's College,Jimei University;College of Marine Culture and Law,Jimei University,Xiamen 361021 China)

机构地区：[1]集美大学师范学院 [2]集美大学海洋文化与法律学院,福建厦门361021

出　　处：《集美大学学报（教育科学版）》2022年第3期5-12,共8页Journal of Jimei University：Education Science Edition

基　　金：福建省教育厅中青年教师教育科研项目“隐喻分析视角下高校师范生教师信念研究”(JAS19149)。

摘　　要：采用文献计量法和知识图谱的形式,对CNKI数据库收录的有关日本教师教育研究的文献数据进行梳理,并利用CiteSpace可视化软件进行分析。结果显示,30年间国内关于日本教师教育研究的新兴学者不断涌现;发文量呈现波动的趋势,在2008年达到高峰;主要聚焦于师范教育、教师教育改革、教师专业化等方面。当前相关研究存在研究机构间联系不够紧密,以及研究领域主要集中在宏观层面,尚未向微观领域拓展等问题。今后日本教师教育研究可以加强机构间的联系,并针对目前特定学科和具体学段的教师教育,如职业学校教师教育、学前教师教育等研究较少的情况进行跨视角、跨领域的分析。Employing the method of bibliometrics and knowledge mapping,this paper sorts out literature and data on Japanese teachers’education research collected in CNKI database and uses CiteSpace visualization software for further analysis.The results are as follows:there have been new scholars emerging in the study of teacher education in Japan in the past 30 years;the number of papers published fluctuated during this period,reaching a peak in 2008;the current research mainly focuses on normal education,pedagogical reform and teacher professionalization.Therefore,it can be concluded that the relevant research has some drawbacks including uncoordinated collaboration among research institutions and insufficient study on the micro level while mainly concentrating on the macro level.Hence,future research on teacher education in Japan can be conducted in enhancing the connection among institutions and making cross-perspective and cross-field analyses of specific disciplines and learning periods of teacher education,which were understudied before,such as vocational teacher education,preschool teacher education,special teacher education and so on.

关 键 词：日本 教师教育 知识图谱 教师专业化 教师教育改革 

分 类 号：G659[文化科学—教育学]