当代课程与教学论研究生的学术取向:阶段建构、热点聚焦与主题分析

The Academic Orientation of Postgraduates in Contemporary Theory of Curriculum and Instruction:Stage Construction,Focus and Theme Analysis

研究2000-2018近二十年的课程与教学论研究生毕业论文的学术取向,有助于挖掘我国课程与教学论研究的文化根脉,厘清课程与教学论学科体系的现代性学术立场和学科逻辑。本文分析了课程与教学论研究生学位论文的学术图景,从课程与教学的标准化变革阶段、循证诊断的教学对策实践阶段、教育技术支持的多学科素养发展阶段,深度阐述课程与教学论学科不同阶段研究的学术取向,最后通过LDA主题分析挖掘课程与教学论研究生学位论文的主流学术取向,同时为了进一步揭示近二十年来的纵向研究趋势,采用TF-IDF进行数据挖掘,以发现和反思其深层次的发展规律。

The research on the academic orientation of graduate dissertations of curriculum and pedagogy in the past two decades from 2000 to 2018 is helpful to excavate the cultural roots of curriculum and pedagogy research in China and clarify the modern academic stand and disciplinary logic of curriculum and pedagogy discipline system.This paper analyzes the academic prospect of graduate dissertations on curriculum and pedagogy,and expounds the academic orientation of curriculum and pedagogy in different stages from the standardization reform stage of curriculum and teaching,the teaching countermeasure practice stage of evidence-based diagnosis,and the development stage of multi-disciplinary literacy supported by educational technology.Finally,through the LDA theme analysis,the mainstream academic orientation of curriculum and teaching theory postgraduate dissertations is explored.Meanwhile,in order to further reveal the longitudinal research trend in the past two decades,TF-IDF data mining is adopted to discover and reflect its deep development rules.