摘要
综合性大学教育学科在中国的发展经历了初创发展期(1902 1949年)、合并停滞期(1950 1977年)、恢复重建期(1978 1998年)、繁荣发展期(1999年至今)四个阶段。当前,存在综合性大学教育学科的数量多于师范大学教育学科、综合性大学教育学科地区和院校分布不均衡、综合性大学教育学科职能定位呈现院校特色等现象。今后综合性大学教育学科要重视学科地位的确立,重视学术传统的坚守,重视职能的准确定位,重视学科、地区的均衡发展。
The development of pedagogy subjects of comprehensive universities in China has gone through four stages: initial stage (1902 1949), merger stage (1950 1977), recovery stage (1978 1998), and development stage (1999 present). At present, the number of pedagogy subjects in comprehensive universities is more than that in normal universities. The distribution of pedagogy subjects in regions and colleges is unbalanced, and the function orientation presents the characteristics of colleges and universities. In the future, pedagogy subjects in comprehensive universities should attach importance to the establishment of discipline status, adherence to academic traditions, accurate positioning of functions and balanced development of disciplines and regions.
作者
侯怀银
李艳莉
Hou Huaiyin;Li Yanli
出处
《国家教育行政学院学报》
CSSCI
北大核心
2019年第6期51-58,共8页
Journal of National Academy of Education Administration
基金
国家社会科学基金教育学重点课题(AOA180016)
关键词
综合性大学教育学科
历程
现状
未来
Pedagogy subjects of comprehensive universities
Course
Current situation
Future
