教育学 CSSCI 期刊高被引论文的学术特征研究

A Study on the Academic Characteristics of Highly Cited Papers in the CSSCI Education Journals

为了研究教育学高被引论文的学术特征,对33种教育学CSSCI期刊进行分析,选取1998—2015年发表的被引频次≧50的4711篇高被引论文作为研究对象,从宏观、微观两个层面,运用科学知识图谱法与内容分析法,对高被引论文从发表年份、研究者和研究机构、研究内容、研究方法四个方面进行定量和定性研究。发现教育类高被引论文具有被持续引用的特征,高被引论文的作者多来自高校、教育研究机构,在教育学各分支领域具有高影响力;研究内容具有把握经典,聚焦热点,关注焦点的特征;研究方法以思辨为主,具有介绍、综述(述评)、实证、行动研究等多元发展的趋势。

This study aims to identify and analyze the academic characteristics of highly cited articles published in 33 CSSCI journals under the Education category. 4711 articles published between 1998 and 2015 and cited at least 50 times were analyzed from both macro and micro levels. Knowledge mapping analysis and content analysis were adopted to conduct both qualitative and quantitative analysis of the articles concerning the year of publication, author and institution, research content, and research method. Highly cited articles are usually continuously cited in a long period of time. Authors of highly cited articles are mainly from universities and educational research institutes, and they are strongly influential in their research areas. The contents of highly cited articles focus on classics, hot spots, and focal points. The articles are mainly speculations and the research method is displaying a tendency of multiplicity, including introductions, literature reviews, empirical research, and action research.