失守与重构：知识生产模式转型下教育学的学科立场

Loss and Reconstruction: The Disciplinary Standpoint of Pedagogy under the Transformation of Knowledge Production Models

摘要: 教育学学科立场是教育学研究主体基于对教育现象、实践及其相关问题的认识和观察，确立的基本立足点和研究取向。这一立场是教育学者从事研究的根基，能够引领学者挖掘具有“本己性”特质的问题，并在跨学科研究中贡献原创性理论。在学科交融的环境下，教育学面临学科立场缺失的危机，导致话语权减弱、原创性理论匮乏以及对本学科核心问题的混淆。为重构教育学学科立场，研究人员需确立研究主体意识、构建系统的学科知识体系，并建立“独立且包容”的学科规约，以保障教育学在跨学科交流中的独立性和创新性，为教育学理论及实践的发展做出重要贡献。

Abstract: The disciplinary standpoint of pedagogy is the basic foothold and research orientation established by the research subject of pedagogy based on their understanding and observation of educational phenomena, practices, and related issues. This stance is the foundation for educational scholars to engage in research, leading scholars to explore issues with “self-identity” characteristics and contribute original theories in interdisciplinary research. In the context of interdisciplinary integration, pedagogy is facing a crisis of lack of disciplinary stance, resulting in weakened discourse power, a lack of original theories, and confusion about the core issues of the discipline. To reconstruct the disciplinary position of pedagogy, researchers need to establish a sense of research subjectivity, construct a systematic disciplinary knowledge system, and establish an “independent and inclusive” disciplinary convention to ensure the independence and innovation of pedagogy in interdisciplinary communication, making important contributions to the development of pedagogy theory and practice.