中国教育研究的国际发表概貌与特征
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摘要
进入21世纪以来,中国教育研究国际发表总量不断提高,但是在全球教育研究的整体视野中,中国教育研究仍然只是一个小领域;本土学者在中国教育研究的国际发表上的参与度越来越高,但尚未形成具有重要国际地位的学术中心;不同领域的中国教育研究的国际影响力存在差异,实证性的交叉学科影响力较大,基于文化背景的中国教育研究影响力比较低。在非交叉学科的中国教育研究中,定量和定性的研究范式各占半壁江山;研究的核心议题集中在教师教育、学习心理、语言学习、课程改革、教育政策研究等方面;研究所采用的分析框架多来自西方理论,对国际知识体系的贡献比较低。国际中国教育研究对中国文化传统的理解过于笼统抽象,缺乏历史维度,且容易陷入二元对立思维。要提升中国教育研究的国际影响力,需要纠正当前评价指标体系过度强调国际发表数量的导向,建立理性的评价体制,引导学术研究转向精耕细作的发展方式。本土学者亟需改变在国际合作中的"学术加工"地位,增强对西方学术话语的自觉反思能力以及对中国本土教育经验的体认,将教育实践与文化认同凝练、提升为理论知识。
Since the 21 st century, the total number of China's educational research in international publications has been continuously increased.But in the overall vision of global education research, it is still just a small field. Local scholars have become more and more involved in the international publication of China's educational research, however,they have not yet formed an academic center with important international status. There is discrepancy among the influence of different fields of China's educational research: the researches of empirical cross-disciplinary are stronger while the studies based on cultural background are weaker.In non-interdisciplinary education research, quantitative and qualitative research paradigms each count half of the number; the core topics of research focus on teacher education, learning psychology, language learning, curriculum reform, education policy research,etc; most of the analytical frameworks stem from western theories, contributing less to the international knowledge system. The understanding of Chineseheritage culture in international China's educational research is too general and abstract, lacking historical dimensions, and is easy to fall into the concept of Binary Opposition. To enhance the influence of China's educational research in international publication, it is necessary to correct the current emphasis on the number of international publications in the evaluation system, and establish a more reasonable one to guide academic research to a development mode of intensive cultivation. Local scholars urgently need to change their status of "academic processing" in international cooperation, enhance their ability to reflecting on western academic discourse and their understanding of China's local educational experience, and consolidate educational practice and cultural identity into theoretical knowledge.
Since the 21 st century, the total number of China's educational research in international publications has been continuously increased.But in the overall vision of global education research, it is still just a small field. Local scholars have become more and more involved in the international publication of China's educational research, however,they have not yet formed an academic center with important international status. There is discrepancy among the influence of different fields of China's educational research: the researches of empirical cross-disciplinary are stronger while the studies based on cultural background are weaker.In non-interdisciplinary education research, quantitative and qualitative research paradigms each count half of the number; the core topics of research focus on teacher education, learning psychology, language learning, curriculum reform, education policy research,etc; most of the analytical frameworks stem from western theories, contributing less to the international knowledge system. The understanding of Chineseheritage culture in international China's educational research is too general and abstract, lacking historical dimensions, and is easy to fall into the concept of Binary Opposition. To enhance the influence of China's educational research in international publication, it is necessary to correct the current emphasis on the number of international publications in the evaluation system, and establish a more reasonable one to guide academic research to a development mode of intensive cultivation. Local scholars urgently need to change their status of "academic processing" in international cooperation, enhance their ability to reflecting on western academic discourse and their understanding of China's local educational experience, and consolidate educational practice and cultural identity into theoretical knowledge.
引文
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[16]Roger H.M.Cheng.Moral education in Hong Kong:Confucian parental,Christian religious and liberal civic Influences[J].Journal of Moral Education,2004,33(4):533-551.
[17]Sun R C F.Teachers'Experiences of Effective Strategies for Managing Classroom Misbehavior in Hong Kong[J].Teaching&Teacher Education,2015,46:94-103.
[18]Rudowicz E,Tokarz A,Beauvale A.Desirability of Personal Characteristics Associated with Creativity:Through the Eyes of Polish and Chinese University Students.[J].Thinking Skills&Creativity,2009,4(2):104-115.
[19]Xiong,Tao.Essence or practice?Conflicting Cultural Values in Chinese EFL textbooks:a Discourse Approach[J].Discourse:Studies in the Cultural Politics of Education,2012,33(4):499-516.
[20]Lam,Chi-Ming.Confucianism and Critical Rationalism:Friends or foes?[J].Educational Philosophy and Theory,2016:1-10.
[21]Wang L,Byram M.‘But when you are doing your exams it is the same as in China’Chinese students adjusting to western approaches to teaching and learning[J].Cambridge Journal of Education,2011,41(4):407-424.
[22]Li L,Wegerif R.What does it Mean to Teach Thinking in China?Challenging and Developing Notions of‘Confucian education’[J].Thinking Skills and Creativity,2014,11:22-32.
[23]Wu,Zongjie.Interpretation,Autonomy,and Transformation:Chinese Pedagogic Discourse in a Cross-cultural Perspective[J].Journal of Curriculum Studies,2011,43(5):569-590.
[24]Deng,Zongyi.Confucianism,Modernization and Chinese pedagogy:An Introduction[J].Journal of Curriculum Studies,2011,43(5):561-568.
[25]Park,Jae.Metamorphosis of Confucian Heritage Culture and the Possibility of an Asian Education Research Methodology[J].Comparative Education,2011,47(3):381-393.
[2]李梅,丁钢,张民选等.中国教育研究国际影响力的反思与前瞻[J].教育研究,2018(3).
[3]陈悦,陈超美,胡志刚,王贤文.引文空间分析原理与应用[M].北京:科学出版社,2014:65.
[4]Hair,J.F.,William,C.B.,Barry,J.B.,&Anderson,R.E.Multivariate data analysis.Englewood Cliffs,NJ:Prentice Hall,2010.
[5]Hair,J.F.,Black,W.C.,Babin,B.J.,Anderson,R.E.and Tatham,R.L.2006.Multivariate Data Analysis,6th ed.,Upper Saddle River,NJ:Pearson Prentice Hall.
[6]Yin,R.K.Case Study Research:Design and Methods(4th ed.).Los Angeles,CA:Sage.2009.
[7]Merriam,S.B.Qualitative Research:A Guide to Design and Implementation.San Francisco,CA:Jossey-Bass.2009.
[8]Marginson S.Higher education in East Asia and Singapore:rise of the Confucian Model[J].Higher Education,2011,61(5):587-611.
[9]Altbach,P.G.,&Knight,J.The Internationalization of Higher Education:Motivations and Realities.Journal of Studies in International Education,11(3-4),290-305.2007.
[10]Li Mei&Mark Bray.Cross-border Flows of Students for Higher Education:pushpull Factors and Motivations of Mainland Chinese Students in hong kong and macau.Higher Education,53(6),791-818.2007.
[11]Ziegler,J.&Goswami,U.Reading Acquisition,Developmental Dyslexia,and Skilled Reading Across Languages:A Psycholinguistic Grain size theory.Psychological Bulletin,131,3-29.doi:10.1037/0033-2909.131.1.3.2005.
[12]Beauchamp,C.,&Thomas,L.Understanding Teacher Identity:an Overview of Issues in the Literature and Implications for Teacher Education.Cambridge Journal of Education,39(2),175-189.2009.
[13]Mark Bray.Confronting the Shadow Education System:What Government Policies for What Private Tutoring?UNESCO Publishing:IIEP Paris.2009.
[14]Morony S,Kleitman S,Lee Y P,et al.Predicting Achievement:Confidence vs Self-efficacy,Anxiety,and Self-concept in Confucian and European countries[J].International Journal of Educational Research,2013,58:79-96.
[15]Marginson S.Higher education in East Asia and Singapore:Rise of the Confucian Model[J].Higher Education,2011,61(5):587-611.
[16]Roger H.M.Cheng.Moral education in Hong Kong:Confucian parental,Christian religious and liberal civic Influences[J].Journal of Moral Education,2004,33(4):533-551.
[17]Sun R C F.Teachers'Experiences of Effective Strategies for Managing Classroom Misbehavior in Hong Kong[J].Teaching&Teacher Education,2015,46:94-103.
[18]Rudowicz E,Tokarz A,Beauvale A.Desirability of Personal Characteristics Associated with Creativity:Through the Eyes of Polish and Chinese University Students.[J].Thinking Skills&Creativity,2009,4(2):104-115.
[19]Xiong,Tao.Essence or practice?Conflicting Cultural Values in Chinese EFL textbooks:a Discourse Approach[J].Discourse:Studies in the Cultural Politics of Education,2012,33(4):499-516.
[20]Lam,Chi-Ming.Confucianism and Critical Rationalism:Friends or foes?[J].Educational Philosophy and Theory,2016:1-10.
[21]Wang L,Byram M.‘But when you are doing your exams it is the same as in China’Chinese students adjusting to western approaches to teaching and learning[J].Cambridge Journal of Education,2011,41(4):407-424.
[22]Li L,Wegerif R.What does it Mean to Teach Thinking in China?Challenging and Developing Notions of‘Confucian education’[J].Thinking Skills and Creativity,2014,11:22-32.
[23]Wu,Zongjie.Interpretation,Autonomy,and Transformation:Chinese Pedagogic Discourse in a Cross-cultural Perspective[J].Journal of Curriculum Studies,2011,43(5):569-590.
[24]Deng,Zongyi.Confucianism,Modernization and Chinese pedagogy:An Introduction[J].Journal of Curriculum Studies,2011,43(5):561-568.
[25]Park,Jae.Metamorphosis of Confucian Heritage Culture and the Possibility of an Asian Education Research Methodology[J].Comparative Education,2011,47(3):381-393.