摘要
基于知识生产模式理论,遵循“生产主体、核心概念、知识结构、知识形态、价值取向”的分析维度,以新中国成立以来我国自编的学前教育学教材为载体,剖析了我国学前教育学知识生产的演进逻辑。我国学前教育学的发展历经引进与初创(1949—1977年)、反思与重建(1978—2000年)、快速发展(2001年至今)三个时期,知识生产分别呈现出“基础性聚合”“聚敛性整合”“拓展性融合”的演进特征。其具体态势表现为:核心知识概念从零散、集群化到体系化;知识结构由松散、基本定型趋向稳固成熟;知识生产主体由高校主导、多元合作趋向群智协同;知识形态由单一化、多样化趋向多元化;知识生产价值取向由注重实用性、科学性趋向注重公共性。然而,知识供给亦面临多重挑战,包括知识生产价值取向的工具化、知识学科逻辑被相对弱化、知识核心概念的模糊化以及知识生产内生动力不足等。为此,应激发知识生产主体的内生活力,鼓励多方主体协同参与;推进知识生产的数智化进程,提升知识生产效率与质量;探寻知识生产与文化情境的融合,增强知识文化适应性及传播效能;强化知识生产理论基石,构建学前教育实践的理论支撑体系;汲取实践中的鲜活动力,促进理论与实践的良性互动。
Based on the theory of knowledge production mode,the thesis analyzes the evolutionary logic of knowledge production in preschool pedagogy in China by following the analysis dimensions of knowledge production,namely,from“the subject of knowledge production,the core concept of knowledge,the structure of knowledge,the form of knowledge,and the value orientation”,and by taking China’s self-edited preschool education textbooks and writings as the carrier since the establishment of the people’s republic of China as the primany medium.The development of preschool pedagogy in China has gone through three periods,namely,introduction and inception(1949-1977),reflection and reconstruction(1978-2000),and rapid development(2001 to the present),and the evolution of the knowledge production of preschool pedagogy has shown the following features respectively:“basic convergence”,“convergence and integration”and“expansion and integration”.Its specific manifestations are as follows:core knowledge concepts from fragmentation,clustering to systematization;knowledge structure from loose,basic stereotypes tends to be solid and mature;the main body of knowledge production from the university-led,multi-dimensional cooperation tends to the group intellectual synergy;the knowledge form from unitary,rich and varied tends to the integration of multiple;the value of the knowledge production from the focus on practicality and scientificity tends to the focus on the public nature.However,the supply of knowledge also faces multiple challenges,including the instrumentalization of the value orientation of knowledge production,the relative weakening of disciplinary logic,the blurring of knowledge core concepts,and the lack of endogenous motivation for knowledge production.To this end,we should stimulate the intrinsic vitality of the main body of knowledge production and encourage the collaborative participation from multiple stakeholders;promote the digitalization of knowledge production to enhance the efficiency and quality of knowledge production;explore the deep integration of knowledge production and cultural contexts to enhance the adaptability of knowledge and cultural dissemination;strengthen the theoretical cornerstones of knowledge production and build a theoretical support system for preschool education practice;and draw on the fresh impetus of practice to promote healthy interaction between theory and practice.
作者
裘指挥
曹晓薇
QIU Zhihui;CAO Xiaowei(School of Education,Jiangxi Normal University,Nanchang 330022 China)
出处
《学前教育研究》
北大核心
2025年第12期59-71,共13页
Studies in Early Childhood Education
基金
江西省教育科学规划重点课题“战时中共儿童保育会的史料梳理及研究”(项目编号:22ZD010)。
关键词
学前教育学
知识生产
学科知识
preschool pedagogy
knowledge production
disciplinary knowledge
