我国初等教育学学科建设的回顾与反思  

Review and Reflection on the Disciplinary Construction of Primary Pedagogy Discipline in China

作　　者：刘慧[1] 王丽[2,3] Liu Hui;Wang Li(College of Elementary Education,Capital Normal University,Beijing 100048,China;College of Education,Capital Normal University,Beijing 100048,China)

机构地区：[1]首都师范大学初等教育学院 [2]首都师范大学教育学院 [3]张家口学院

出　　处：《中国教育科学（中英文）》2022年第5期61-71,共11页Education Sciences in China

基　　金：国家社会科学基金“十四五”规划2021年度教育学重大课题“中国特色现代教育学体系发展与创新研究”(VAA21003)。

摘　　要：学科建设是专业建设的基础,是人才培养质量的保障。初等教育学学科建设伴随小学教育专业的发展已经走过了二十余年,先后经历了由小学教育本科专业催生学科建设的初创阶段和由初等教育学硕士点推动学科建设的发展阶段。二十多年来,初等教育学学科建设取得了一定成就,但学界对初等教育学的学科定位尚未达成共识,基于传统学科建设思路下进行的初等教育学理论体系建设也举步维艰。初等教育学应以小学教育专业支柱学科作为自身学科建设方向,突破传统学科建设思路,采取学科专业一体化建设路径,构建扎根于中国小学教育实践的初等教育学。Disciplinary construction is the basis of major construction and high training quality. With the development of the primary education major, the disciplinary construction of primary pedagogy discipline has undergone more than 20 years. The construction has gone through two stages. In the first stage, primary education undergraduate major promotes the disciplinary construction. In the second stage, primary pedagogy postgraduate pilots promote the disciplinary construction. Over the past 20 years, the disciplinary construction of primary pedagogy has made some certain achievements, but the academic community has not yet reached a consensus on its disciplinary positioning, and its theory system construction based on traditional disciplinary construction idea is also struggling. Primary pedagogy should take primary education major as disciplinary construction direction, break through traditional disciplinary construction ideas, adopt the approach to the integration of disciplines and majors and take root in primary school educational practice in China.

关 键 词：初等教育学 学科建设 中国特色学科体系 小学教育 

分 类 号：G620[文化科学—教育学]