中国教育学话语体系研究的回顾与展望  

Review and Prospect of the Study on Discourse System of Pedagogy in China

作　　者：李慧慧 和学新 LI Huihui;HE Xuexin

机构地区：[1]天津师范大学教育学部,天津300387

出　　处：《天津市教科院学报》2023年第2期43-50,共8页Journal of Tianjin Academy of Educational Science

基　　金：国家社会科学基金(教育学)一般课题“基于新发展理念的中国教育学话语体系建设研究”(BAA210027)。

摘　　要：加强教育学话语体系研究是加快构建中国特色教育学话语体系、提升中国教育学国际话语权的必由之路。话语问题是学科形成之初就必然要面对的问题,百余年来,相关研究从零散到系统、从自在到自觉、从个体自觉到集体自觉,经历了四个阶段:中国化表达意识的萌生阶段、语言表达问题内含于中国特色教育学建设阶段、教育学话语成为专门研究域阶段和教育学话语体系研究的深化拓展阶段。近年来,研究者主要就教育学话语体系的内涵,教育学话语体系建设的必要性、现实困境、建设原则与实施路径等问题进行探讨。展望未来,仍需加强教育学话语体系学科独特性的研究、深化交流激发话语体系研究的活力、注重对教育学话语体系的实然分析、推动理论研究与实践探索协同并进,以切实提高研究实效。Strengthening the study of pedagogical discourse system is the only way to accelerate the construction of pedagogical discourse system with Chinese characteristics and enhance the international discourse power of Chinese pedagogy.The discourse problem is an inevitable problem to face at the beginning of the formation of the discipline.Over the past hundred years,the relevant research has basically formed four stages:the germination stage of Chinese expression consciousness,the stage of the construction of pedagogy with Chinese characteristics,the stage of pedagogy discourse becoming a specialized research field,and the stage of deepening and expanding the research of pedagogy discourse system.In recent years,researchers have mainly discussed the connotation of pedagogical discourse system,the necessity,practical difficulties,construction principles and implementation paths of pedagogical discourse system construction.Looking forward to the future,it is still necessary to strengthen the research on the uniqueness of pedagogy discourse system,deepen communication,stimulate the vitality of discourse system research,pay attention to the actual analysis of pedagogy discourse system,promote the synergy between theoretical research and practical exploration,so as to effectively improve research effectiveness.

关 键 词：中国教育学 话语体系 基本历程 未来展望 

分 类 号：G40-03[文化科学—教育学原理]