我国大学教育学学科建设的再出发  

The Re-Starting of the Pedagogical Discipline Construction of Universities in China

作　　者：侯怀银[1] 时益之 HOU Huaiyin;SHI Yizhi(College of Education Science,Shanxi University,Taiyuan,Shanxi 030006,China;College of Education Science,Shanxi Normal University,Taiyuan,Shanxi 030031,China)

机构地区：[1]山西大学教育科学学院,山西太原030006 [2]山西师范大学教育科学学院,山西太原030031

出　　处：《湖南师范大学教育科学学报》2025年第1期1-7,共7页Journal of Educational Science of Hunan Normal University

基　　金：国家社会科学基金2021年度教育学重大项目“中国特色现代教育学体系发展与创新研究”[VAA210003]。

摘　　要：新时代我国大学教育学学科建设在组织化推进等方面已取得积极进展,但仍存在较大发展空间。《研究生教育学科专业目录(2022年)》为教育学学科建设的再出发提供了指南。我国大学教育学学科建设的再出发要求学校和学科在高质量发展理念下推进教育学学科的再定位,不断扩大学科的组织生产能力,构建中国教育学自主知识体系,凝练学科特色方向,更好地发挥学科功能。为此,我国大学教育学学科需建立并不断完善相应制度,在分类特色发展中积极响应国家战略,处理好三大关系,并通过体制机制创新等措施做好再出发的外部保障。In the new era,positive progress has been made in the pedagogical discipline construction of university in China,but there is still a lot of room for development.The new edition of the“Graduate Discipline Catalogue”provides a guide for the re-starting of the pedagogical discipline construction.The re-starting of the pedagogical discipline construction of universities in China requires colleges and disciplines to promote the repositioning of the pedagogical discipline under the concept of high-quality development,continuously expand the organizational and production capacity of the discipline,build an independent knowledge system of Chinese education,condense the characteristic direction of the discipline,and better play the function of the discipline.To this end,the pedagogical discipline construction of universities in China needs to establish and continuously improve the corresponding system,actively respond to the national strategy in the development of classification characteristics,handle the three major relationships,and do a good job in the external guarantee of restarting through institutional and mechanism innovation.

关 键 词：学科目录 教育学学科 学科建设 

分 类 号：G521[文化科学—教育学]