中华民族共同体教育研究十年:热点与前瞻——基于CiteSpace的可视化分析

Ten Years of Research on the Education of Chinese National Community:Hot Topics and Prospects——A Visual Analysis Based on CiteSpace

铸牢中华民族共同体意识是新时代党在民族理论方面作出的重大原创性论断,教育作为铸牢中华民族共同体意识最基本也是最持久有效的方式,总结和提炼十年来中华民族共同体教育的研究热点和趋势是后续研究和工作得以顺利进行的重要保障。本研究以CiteSpace可视化分析软件为依托,系统考察十年来中华民族共同体教育研究领域的核心主题、演变历程与研究前瞻。研究发现:中华民族共同体教育研究受政策话语影响明显,十年来研究热度爆发式增长,影响持续扩大,研究视角由宏观转向多维,研究对象由单一转向全面,研究内容在接续基础上多元发展,研究方法由定性研究为主转向多样化发展,且已在一定程度上形成核心作者和研究机构。下一步中华民族共同体教育研究应深化理论研究,加强教育一体化研究,推进后续学科建设研究,以期更好地指导教育实践的开展。

Forging a strong sense of community for the Chinese nation is a significant original proposition about ethnic theory made by the CPC in the new era.Education is the most fundamental and enduring way to forge a strong sense of community for the Chinese nation.Summarizing and refining the hot research topics and trends abou the ducation of Chinese national community over the past decade are the crucial guarantees for the smooth implementation of subsequent research and work.This study,based on the CiteSpace visualization analysis software,systematically examines the core themes,evolutionary processes,and research prospects of Chinese national community education research over the past decade.It indicates that research on the education of Chinese national community is significantly influenced by policy discourse.Over the past decade,there has been an explosive growth in research interest,with the influence continuing to expand.The research perspective has shifted from macro to multidimensional,the research focus has transitioned from singular to comprehensive,and the research content has diversified on the basis of continuity.Research methods have evolved from being primarily qualitative to becoming diversified,and to some extent,core authors and research institutions have been established.Moving forward,research on the education of Chinese national community should deepen theoretical studies,strengthen study on educational integration,and advance subsequent disciplinary construction,with the aim of better guiding the development of educational practice.