教育强国背景下中国教育学话语体系建设的全球语境——基于十本高影响力SSCI期刊的文献计量分析

The Global Context of the Construction of Chinese Pedagogy Discourse System for Educational Power:An Analysis Based on Ten High-Impact SSCI Journals

教育强国建设要求增强中国教育学话语在全球语境中的影响力。通过对十本高影响力国际教育学术期刊的文献计量分析,揭示中国教育学话语体系建设的全球语境及中国与全球话语的关系。第一,教育学全球语境以教与学为基本关切,以探索知识表征变革、泛化教育空间范围、反思知识生产方式为核心议题,凸显数字时代的发展要求。第二,中国在教育学全球语境中参与程度位列前茅,参与议题的前沿性增强,但缺少以高被引作者和标志性理论为支撑的影响力。第三,中文语境下的教育研究以不同的话语方式回应了全球语境中的核心议题,表现出了对公共议题的中国洞见与对全球语境的反思。

The construction of educational power requires enhancing the influence of Chinese pedagogy discourse in the global context.Through bibliometric analysis of ten high-influence academetic international journals of education to reveal,the global context of pedagogy and the relationship between China and global discourse are revealed.Firstly,the global context of pedagogy takes teaching and learning as the core concern,with main issues such as exploring the reform of knowledge representation,generalization the spatial scope of education,and reflecting on the mode of knowledge production,which highlights the requirements of the digital age development.Secondly,China is among the best involved in the global context of pedagogy,while the participation of frontier topics is enhanced but it still lacks the influence supported by highly cited authors and iconic theories.Thirdly,educational research in the Chinese context responds to the global context on the main issues but in different discourse system,showing Chinese insights on public issues and reflection on the global context.