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作 者:巴战龙[1] BA Zhanlong
出 处:《西北民族研究》2024年第1期75-88,共14页Journal of Northwestern Ethnic Studies
基 金:国家社会科学基金教育学一般课题“中国教育人类学‘三大体系’构建研究”(编号:BAA220167)的阶段性成果。
摘 要:中国教育人类学在百余年发展历程中取得长足进步和显著成就,但也面临如何提高研究质量和提升创新能力的尖锐挑战。当前中国教育人类学的繁荣发展,需要紧紧抓住新文科建设提供的难得契机,在厘清和重构学科定位和愿景的基础上,构建以学会组织为核心的学科创新生态系统。为实现“世界水平、中国特色”的学科建设目标和任务,中国教育人类学界需要齐心协力,从开发和健全学会组织功能、激励和加强高等学校教学、构建和密织学术合作网络、加强和提升学术创新能力、普及和传播学科视角方法等五个方面着手构建学科创新生态系统。通过不懈努力将教育人类学打造成文科教育中国范式的典型案例和示范学科,真正开创出国际学界公认和国内学界自豪的“教育人类学的中国时代”。Chinese Anthropology of education has made great progress and remarkable achievements in the over past 100 years,but it also faces sharp challenges on how to improve the quality of research and enhance its innovative capacity.At present,anthropology of education needs to seize the rare opportunity provided by the construction of the new liberal arts,and build a disciplinary innovation ecosystem with academic organization as the core on the basis of clarifying and reconstructing the orientation and vision of the discipline.In order to achieve the goal and task of"world level with Chinese characteristics"in discipline construction,the Chinese anthropology of education community needs to make concerted efforts to build an ecosystem for discipline innovation in five aspects:developing and improving the organizational functions of academic societies,stimulating and strengthening the teaching in institutions of higher education,constructing and tightly weaving the academic cooperation network,strengthening and improving the capacity of academic innovation,and popularizing and spreading the discipline's perspective and methodology.Through unremitting efforts,we will make anthropology of education as a typical case and model discipline of the Chinese paradigm of liberal arts education,and truly create a"Chinese phrase in anthropology of education" recognized bythe international academia and proud of the domestic academia.
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