新文科建设背景下中国教育人类学学科发展反思与前瞻  

Reflection and Prospect on the Development of Chinese Educational Anthropology under the Background of the Construction of New Liberal Arts

作　　者：袁同凯[1] 冯朝亮 YUAN Tong-kai;FENG Chao-liang(Department of Sociology,Nankai University,Tianjin 300350;College of Ethnology and Sociology,Guangxi University for Nationalities,Nanning Guangxi 530006)

机构地区：[1]南开大学周恩来政府管理学院社会学系,天津300350 [2]广西民族大学民族学与社会学学院,广西南宁530006

出　　处：《民族教育研究》2022年第2期52-59,共8页Journal of Research on Education for Ethnic Minorities

基　　金：国家社科基金重点项目“多元一体视角下民族地区学校教育中的族群认同与国家认同研究”(项目编号:19AMZ012);2021年度南开大学文科发展基金科学研究类项目“国家认同教育的地方性实践”(项目编号:ZB21BZ0110)的阶段性成果。

摘　　要：新文科建设既是一场文科教育教学改革,也是一场文科学科建设的革命。中国教育人类学的学科建设面临着新文科建设和学科发展不成熟的双重挑战。从学科定位、学科价值与品格、学科主题、学科意识与问题意识以及学科方法等维度反思教育人类学学科发展问题和困境缘由,进而从应对新文科建设挑战的角度提出适于中国情境的学科理论话语体系、发展问题主导的学科研究范式以及探索指向科际融合的学科发展模式等教育人类学学科建设构想。The construction of new liberal arts is both a reform for liberal arts eduction, and a revolution for liberal arts disciplinary construction. The discipline construction of educational anthropology in China faces the dual challenges of new liberal arts construction and immature discipline development. The article reflects upon the problems and obstacles of discipline development from various dimensions including discipline orientation, discipline value and character, discipline theme, discipline consciousness and problem consciousness and discipline method. The article further proposes the discipline theoretical discourse system adaptive to Chinese context from the perspective of coping with the challenges of new liberal arts construction, and discipline research paradigm dominated by development problems and the discipline development model of inter-disciplinary integration.

关 键 词：新文科建设 教育人类学 学科发展 

分 类 号：G649.21[文化科学—高等教育学] G40-05[文化科学—教育学]