摘要
当前我国教育学本科专业面临学科体系独立性、培养目标适切性和就业对口性的认同困境,主要受到教育学科科学性不足、专业培养功利化和专业文凭竞争力不足的影响,使得教育学本科专业的认同陷入对专业本身意义的否定和内部主体迷失的危险中。面对不确定性和复杂性的未来,教育学本科专业需要主动面对和解决危机,从学科、培养、就业的全过程出发,通过学科理论体系的主动建构和地位提升,“创造性”理念下的教育学专业素养构建和“唯师”向“为教”的教育学本科教育理念转变,重构面向未来的可持续的专业认同体系。
As a fundamental major in the second-level discipline of education,the identity within the un⁃dergraduate major of pedagogy plays a crucial role in the meaning and development of the specialty develop⁃ment and the whole education field.At present,China’s undergraduate pedagogy major faces the identity dilem⁃ma of independence of discipline system,appropriateness of cultivation goal and employment counterparts,which is mainly affected by the insufficient scientificity of education discipline,utilitarianism of professional cultivation and the lack of competitiveness of professional diplomas,which makes the identity of the undergradu⁃ate education major fall into the dangers of the denial of the meaning of the major itself and the loss of the inter⁃nal subject.Facing the uncertainty and complexity of the future,the undergraduate education program needs to take the initiative to face and solve the crisis,starting from the whole process of the discipline,training and em⁃ployment,through the active construction and status enhancement of the discipline's theoretical system,the con⁃struction of the specialty quality of education under the concept of“creativity”,and the transformation of“only teacher”to“for education”,a sustainable future-oriented professional identity system is reconstructed to help the major to develop better.
作者
郭成
王建华
GUO Cheng;WANG Jianhua
出处
《高教发展与评估》
北大核心
2025年第5期99-108,I0006,共11页
Higher Education Development and Evaluation
关键词
教育学
本科专业
专业教育
专业认同
专业建设
pedagogy
undergraduate major
major education
major identity
major construction
