中国高等教育学四十年：回顾与反思-《南京师大学报》（社会科学版）

文章信息/Info

Title:: Forty Years of Pedagogy of Higher Education in China: Review and Reflection

Keywords:: pedagogy of higher education; Pan Maoyuan; discipline; field of study; academic orientation

摘要:: 中国高等教育学于1983年进入《学科目录》，这是由天时地利、特殊的学科体制、特殊的人物共同催生的结果。高等教育学在建制上“早产”，具有双重效应：一方面，研究者很早就有了学科归属，可以在大的学科参照系上通过实践反思和研究生培养而加速学科的发展；另一方面，孕育不够充分，先天有所不足。1983年进入建制之后，高等教育学被研究对象超常规发展的节奏所裹挟，又出现了某种后天失调。高等教育学界关于“学科”与“研究领域”之争，源于参照系的不同。高等教育学虽然现在还不是一门“成熟学科”，但它事实上已经是一个“知识的门类”“学术的门类”及“教学的科目”，因而是一门自成体系的学科。为了促进这门学科逐步走向成熟，当务之急是坚持高等教育学的学术取向，更加注重它的学术使命、问题意识、研究方法和表达方式以及学术的立场和精神。

Abstract:: In 1983, higher education studies in China were included in the “Discipline Catalog”, a development resulting from a combination of favorable timing, unique institutional arrangements, and influential individuals. The establishment of higher education studies had a dual impact. On the one hand, researchers gained early disciplinary affiliations, which allowed accelerated development through practical reflection and graduate training within the broader academic context. On the other hand, the field was not fully mature and had inherent limitations. After its official establishment in 1983, the discipline of higher education studies in China experienced an accelerated development, which also led to certain postnatal imbalances. The debate within the higher education community regarding the distinction between “discipline” and “research field” stemmed from differing points of reference. While higher education studies may not yet be considered a “mature discipline”, it has, in fact, become a distinct category of knowledge, an academic field, and a teaching subject. Consequently, it has formed its own systematic approach. To facilitate the gradual maturation of this discipline, it is crucial to maintain a strong academic focus in higher education studies, and it is essential to emphasize its academic mission, problem awareness, research methods, modes of expression, as well as academic positions and values.