国际课程研究的代表人物与学术团体--基于《课程探究》等12种SSCI期刊作者共被引分析

Representatives and Academic Groups of International Curriculum Studies:The Author Co-Citation Analysis of Curriculum Inquiry and Other 11 SSCI Journals

本文运用CiteSpace V信息可视化软件,绘制《课程探究》等12种课程领域较有影响力的SSCI期刊2000—2016年刊载论文的作者共被引网络知识图谱,探测国际课程研究的代表性人物及其学术思想,梳理国际课程研究的主流学术团体及其学术观点。研究表明,安迪·哈格里夫斯、迈克·富兰、克里斯多弗·戴、利特、保罗·弗莱雷、迈克尔·W.阿普尔、布迪厄、威廉·F.派纳、达林-哈蒙德、舒尔曼、黛博拉·鲍尔、玛丽莲·科克伦-史密斯、博科、约翰·杜威、舍恩、施瓦布、瑾·克兰迪宁、维果茨基、温格、迈尔斯等成为主流学术团体的代表人物。教师专业发展、批判教育理论、教师知识、学科教学知识、实践课程、教师文化、概念重建、叙事探究、情境学习理论、课程编制、课程理解、历史教育、公民教育等是这些代表人物的主流研究方向。国际课程研究代表人物与学术团体的优秀经验对于我国课程与教学论的发展有着重要的启迪意义。

Using CiteSpaceV,this research drew author co-citation network maps of the data of SSCI journals such as Curriculum Inquiry published from 2000 to 2016 to explore representative scholars,academic groups and their views of the international curriculum studies.Curriculum scholars including Hargreaves,Fullan,Day,Little,Freire,Apple,Bourdieu,Pina,Darling-Hammond,Shulman,Ball,Cochran-smith,Borko,Dewey,Schon,Schwab,Clandinin,Vygotsky,Wenger,and Miles have become representatives of mainstream academic groups.Research topics such as teacher professional development,critical education theory,teachers’knowledge,PCK,practical curriculum,teacher culture,reconceptualism,narrative inquiry,situational learning theory,curriculum understanding,curriculum-making,history instruction,and citizenship education have become the mainstream research direction of these representatives.The outstanding experience of representative scholars and academic groups is of great significance to the development of China’s research on curriculum and instruction.