论中国家庭教育研究学科化的进程、定位和策略  

On the Process,Positioning and Strategy of the Transition of Family Education Research into Discipline in China

作　　者：童星[1] 缪建东[1] Tong Xing;Miao Jiandong

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《中国教育科学（中英文）》2024年第4期47-60,共14页Education Sciences in China

基　　金：国家社科基金2020年度教育学青年项目“家校合作对学前流动儿童社会情感能力影响的实验追踪研究”(CHA200262)。

摘　　要：我国家庭教育研究已成为学术研究的热点之一,目前正处于从研究领域向学科化的转向阶段。家庭教育学并不完全符合传统的学科评价标准,但符合现代学科对于独立学科的界定。新中国成立后,家庭教育研究的学科化进程大致可以分为三个阶段:新中国成立后前30年家庭教育研究的缓慢发展;从改革开放到20世纪末家庭教育研究的逐步铺开;进入21世纪以来家庭教育研究的深化与繁荣。家庭教育学的学科属性包括开放性、实践性和科学性。为加速家庭教育研究的学科化转向,建设中国特色的家庭教育学科,提出三点策略建议:第一,以问题为中心,通过科学化的研究促进家庭教育学科化发展,逐步形成自身知识体系;第二,由外促内,以外部建制搭建家庭教育研究平台,汇聚学科建设力量;第三,理论联系实际,开展循证家庭教育实践,提升家庭教育学科合法性。Family education research in China has become a hotspot of academic research and is currently transitioning from research field to a discipline.Family education doesn't match traditional disciplinary evaluation standards but it conforms to the definition of independent discipline of modern discipline.After the founding of the People's Republic of China,the transition can be roughly divided into three stages:gradual expansion stage in the first 30 years,gradual expansion stage from the reform and opening-up to the end of the 20th century,and deepening and prosperity since the 21st century.It has the disciplinary attributes of openness,practicality and scientificity.In order to speed up the transition,it is necessary to focus on problem,promote disciplinary development through scientific research and gradually form knowledge system,build a family education research platform with external institutional framework to gather disciplinary construction forces,and integrate theory with practice and conduct evidence-based practice to enhance the legitimacy of family education discipline.

关 键 词：家庭教育研究 学科化 学科评价标准 学科属性 学科建设 

分 类 号：G78[文化科学—教育学]