初等教育学学科建设:历程、进展和展望  

The Construction of Elementary Education Discipline:History,Progress and Prospects

作　　者：侯怀银[1] 朱琳 HOU Huaiyin;ZHU Lin(School of Education Science,Shanxi University,Taiyuan 030006,China;School of History and Culture,Shanxi University,Taiyuan 030006,China)

机构地区：[1]山西大学教育科学学院,山西太原030006 [2]山西大学历史文化学院,山西太原030006

出　　处：《杭州师范大学学报（社会科学版）》2024年第4期97-105,共9页Journal of Hangzhou Normal University(Humanities and Social Sciences)

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”(VAA210003)的研究成果。

摘　　要：初等教育学作为小学教育专业的基础性学科,其学科建设在我国经历了四个阶段,不同阶段呈现出不同特征。目前,初等教育学学科建设已取得了一定进展,总体表现为研究对象趋于独立、学科性质具有双重性、学科体系初见框架以及学科群建设呈交叉态势。展望未来,初等教育学学科建设需要统筹兼顾,形成初等教育学学科体系;体用贯通,建设初等教育学学术体系;立足本土,构建具有中国特色的初等教育学话语体系;系统规划,建构初等教育学自主知识体系。As the basic discipline of primary education,the construction of elementary education discipline has gone through four stages in China,with different characteristics at different stages.At present,the construction of elementary education discipline has made some progress,which is reflected in the fact that the research object tends to be independent,the nature of the discipline is dual,the framework of the discipline system is beginning to be seen,and the construction of the discipline group is in a cross trend.Looking ahead,the construction of elementary education discipline needs to be integrated and balanced to form a disciplinary system of elementary education;to build an academic system of elementary education by integrating body and application;to build a discourse system of elementary education with Chinese characteristics based on the local context;and to construct an independent knowledge system of elementary education through systematic planning.

关 键 词：初等教育学 小学教育 学科建设 三大体系 自主知识体系 

分 类 号：G62[文化科学—教育学]