中国特色家庭教育学学科建设初探  

Preliminary Research on the Construction of the Discipline of Family Pedagogy with Chinese Characteristics

作　　者：侯怀银[1,2] 宋美霞 Hou Huaiyin;Song Meixia(School of Education Science of Shanxi University;Institute of Marxist Philosophy of Shanxi University)

机构地区：[1]山西大学教育科学学院,太原030006 [2]山西大学中国社会教育研究院,太原030006 [3]山西大学马克思主义哲学研究所,太原030006

出　　处：《中国教育科学（中英文）》2024年第2期71-82,共12页Education Sciences in China

基　　金：国家社会科学基金教育学重大项目“中国特色现代教育学体系发展与创新研究”(VAA210003)。

摘　　要：家庭教育在从私人场域步入公共场域的过程中,已呈现出理论与实践相互掣肘的基本样态。从“学”的角度对家庭教育展开研究,既是家庭教育从微观走向宏观的必然要求,又是家庭教育研究持续深化的必由之路。家庭教育学学科建设目前亟待解决概念界定、学科定位及性质、研究取向、研究范畴、研究方法等问题。我们亟须形成家庭教育学学科建设的逻辑理路,即完善家庭教育学学科建设的内在学理制度,优化家庭教育学学科建设的外在学科建制,处理好学科建设中家庭教育学研究与家庭教育研究的关系、家庭教育学研究与家庭教育理论和实践的关系、家庭教育学与相关学科的关系以及家庭教育学的中西关系,树立家庭教育学学科建设的超学科思维,增强家庭教育学学科建设的使命感。In the process from private to public field, family education presents the basic pattern that theory and practice are mutually constrained. Conducting research on family education from the perspective of learning is inevitable requirement for family education to move from micro to macro and necessary path for the continuous deepening of family education research. The construction of family pedagogy discipline needs to solve the problems of concept definition, discipline positioning and nature, and research orientation, scope and method. The academic community needs to form logical way of the construction, that is, to improve the internal academic system of the construction, optimize the external discipline establishment of the construction, deal with the relationship between family pedagogy research and family education research, family pedagogy research and family education theory and practice, family pedagogy and related disciplines, and China and the West in family pedagogy, establish transdisciplinary thinking of the construction, and enhance the disciplinary mission of the construction.

关 键 词：家庭教育 家庭教育学 学科建设 超学科 

分 类 号：G78[文化科学—教育学]