【作者】 孙莉；

【导师】 任增元；

【作者基本信息】 吉林大学 ， 高等教育学， 2021， 硕士

【摘要】 我国高等教育于21世纪初迈入大众化进程,高等教育学也迅速在国家战略和社会需求的推动下获得了学科建制的身份。然而自高等教育学学科成立以来,其身份便颇受质疑,矛头直指学科内在知识逻辑合理性的欠缺。结合我国高等教育学的发展形势和现状,对其知识基础的构成及变化进行研究是新世纪高等教育发展、高等教育学学科建设、科学知识整合性发展等多重背景的要求。但分析本学科知识体系的相关研究成果却发现,已有成果要么停留在思辨及经验的角度进行逻辑推演式的论证,要么数据量小、样本采集类型较少,真正以数据为支撑对整个学科知识基础构成进行的实证探究尚处空白。所以本研究试图以整个高等教育学学科的知识基础作为研究对象,采集较大的样本数据对高等教育知识基础究竟“是什么”、“怎么样”、“怎么做”进行透视与反思。由于知识生产或创新后往往被正式发表为学术成果,并外化为两种知识载体的形式——文献或专利,所以已有文献计量学定义及研究成果中,将高被引的文献或专利视为某一学科或研究领域的知识基础。本研究以中国引文数据库(中国知网)和CSSCI(中国社会科学引文索引)数据库作为数据来源,将2000—2019年作为时间区间,利用Cite Space软件计量并通过人工校正获取并分析高被引论文及专著,研究拟按照“前期基础——现实数据——统计分析——现实审思”的思路推进开展。研究发现,在本学科知识基础的构成方面,按照被引频次统计出的代表性文献共包含163篇高被引论文和60本高被引专著,其中高被引专著中囊括学科经典教材3本、高等教育学高被引学术专著37本、跨学科经典专著9本。从知识基础的内容来说,高被引论文研究主题主要包括高等工程教育、高校思想政治教育、高等教育质量、大学治理等;学科内高被引学术专著主要涵盖大学理念、高等教育管理、高等教育研究方法等6个主题。最后,在知识基础的时间演进方面,被引文献聚类显示不同阶段学科知识基础的构成主题有所差异,体现出典型的“政策驱动”特征,但人才培养、大学治理始终是学科知识基础的重要研究内容;而对不同时期高被引学术专著的被引情况进行统计后发现,我国对经典专著的关注较为稳定,每个时间阶段被引量排名前20位的专著构成变化不大,高等教育价值论、实践论等始终是学人关注的焦点主题,国外专著的影响力虽略有下降但仍占据绝对优势,跨学科专著影响力整体呈现减弱趋势等。基于本研究设计的现实意义和初衷,结合分析过程与统计结果,发现高等教育学学术研究规范初步建立,但尚待提高;专门化知识体系基本成型,但独立性欠佳;经验型知识构成丰富,但理论探寻匮乏;学科的交叉学科属性明显显现,但知识整合能力不强;国际化特征表现强烈,但中国特色未能彰显。对比当前高等教育学科发展实况,对学科建设提出以下建议:增强学科自信,正视学科合法性质疑;基于现代学科标准,探索“再学科化”发展之路;面向高等教育实践,提炼基于实践的“理论之花”;强化本土意识,构建中国特色高等教育话语体系。更多还原

【Abstract】 Higher education in China has entered the process of popularization in the early21 st century,and higher education has quickly gained the status of discipline establishment under the promotion of national strategy and social demand.However,since the establishment of the discipline of higher education,its identity has been questioned,and the target is directed at the lack of logical rationality of the discipline’s inherent intellectual.Therefore,in light of the development situation and current situation of my country’s higher education,research on the composition and changes of its intellectual base is the requirement of multiple backgrounds such as the development of higher education in the new century,the construction of higher education disciplines,and the integrated development of scientific knowledge.However,the analysis of the relevant research results of the intellectual system of this discipline finds that the existing results either stay in the perspective of speculative and empirical logic deduction,or the amount of data is small and the types of sample collection are few,so there is almost no real empirical research on the foundation of the intellectual of the whole discipline supported by data.Therefore,this study attempts to take the intellectual base of the whole discipline of higher education as the research object,collect large sample data as the empirical basis,and make a perspective on the intellectual base of higher education is "what","how" and "how to do".Since the results of knowledge production or innovation are often formally published as academic achievements and it is often externalized into two forms of knowledge carriers-documents or patents.Highly cited documents or patents constitute the intellectual base of a certain research field or discipline based on the definition of Bibliometrics and existing research results.This research uses China Citation Database(CNKI)and CSSCI database as data sources,and uses 2000-2019 as the time interval.It uses Cite Space software to measure and pass labor correction to obtain highly cited papers and monographs,the research is planned to be carried out in accordance with the idea of "preliminary foundation — real data — statistical analysis—reviewing reality".The study found that in terms of the composition of the intellectual base of this discipline,the representative literatures according to the citation frequency statistics contain 163 highly cited papers and 60 highly cited monographs,among which the highly cited monographs include 3 classic textbook of the discipline,37 highly cited academic monographs of higher education and 9 classic interdisciplinary monographs.From the content of knowledge base,the research topics of highly cited papers mainly include higher and engineering education,university ideological and political education,higher education quality,university governance,etc.The highly cited academic monographs in the discipline mainly cover six topics,such as university concept,higher education management,and higher education research methods.Finally,in terms of the temporal evolution of the knowledge base,the cited literature clustering shows that the subject composition of the subject knowledge base varies in different stages,reflecting the typical "policy-driven" characteristics,but talent cultivation and university governance are always important research contents of the subject knowledge base.According to the statistics of the citation of highly cited academic monographs in different periods,it is found that the attention to classic monographs in China is relatively stable,and the composition of the top 20 monographs in each time period has little change.The value theory and practice theory of higher education have always been the focus topics of scholars,the influence of foreign monographs has declined slightly,but it still occupies an absolute advantage,and the influence of interdisciplinary monographs has weakened.Based on the practical significance and original intention of this research design,combined with the analysis process and statistical results,it is found that the academic research norms of higher education have been initially established,but still need to be improved;the specialized knowledge system is basically formed,but its independence is poor.;experiential knowledge is abundant,but theoretical exploration is lacking;the interdisciplinary attribute of subjects is obvious,but the ability of knowledge integration is not strong;the international characteristics are strong,but the Chinese characteristics are not obvious.By comparing with the current situation of discipline development in higher education,the following suggestions are put forward for discipline construction: strengthen discipline confidence,face up to the question of discipline legitimacy;Based on the modern discipline standard,explore the development path of "re-learning discipline";Facing the practice of higher education,refining the "flower of theory" based on practice;Strengthen the local consciousness and construct the discourse system of higher education with Chinese characteristics.更多还原