[1]程天君.我国教育社会学的重建与成就(1979—1992)——“学科重建”期的勘定及其三项建设[J].南京师大学报(社会科学版),2022,(04):034-48.
　CHENG Tianjun.Reconstruction of and Achievements in Sociology of Education in China(1979—1992): Focusing on the Time Frame and Three Aspects of the “Discipline Reconstruction”[J].Journal of Nanjing Normal University (Social Science Edition),2022,(04):034-48.
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我国教育社会学的重建与成就(1979—1992)——“学科重建”期的勘定及其三项建设
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《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2022年04期
页码:
034-48
栏目:
教育学研究
出版日期:
2022-08-25

文章信息/Info

Title:
Reconstruction of and Achievements in Sociology of Education in China(1979—1992): Focusing on the Time Frame and Three Aspects of the “Discipline Reconstruction”
作者:
程天君
Author(s):
CHENG Tianjun
关键词:
我国教育社会学;  学科重建;  学科史研究
Keywords:
sociology of education in China;  discipline reconstruction;  studies of the history of discipline
摘要:
判识我国教育社会学“重建时期”的时间节点,应以“学科制度建设”(门面)为主要衡量标准、同时参照“学科基本建设”(硬件),而不能衡诸“学术研究的进展”这一永无止境的软件。据此,我国教育社会学“重建时期”可勘定为1979—1992年。此间,我国教育社会学通过三项建设成就完成了学科重建,即:以大学课程的重新开设、全国学术团体的成立和专业学术“刊物”的印行为标识的学科制度建设,以基本队伍的形成和基本文献的积累为标识的学科基本建设,以研究领域的拓展、研究方法的丰富和研究成果的影响为标识的学科理论建设; 通过我国教育社会学人在1979—1992年间的共同努力,教育社会学学科制度建设基本完成、学科基本建设取得实质进展、学科理论建设初见成效。对于曾中断30年的中国(大陆)教育社会学来说,在这么短的时间内取得这样的建设成就,不可谓不“惊人”。
Abstract:
The identification of the “reconstruction period” of Sociology of Education in China's mainland should not be determined by the soft criterion of the “academic research progress”, which will lead to endless controversy, but by the measurements of the “construction of the disciplinary system”(metaphorically the “face” of the discipline)and with reference to the “basic construction of the discipline”(metaphorically the “hardware” of the discipline). Accordingly, we argue in this paper that the “reconstruction period” of Sociology of Education in China's mainland began in 1979 and ended in 1992. During this period, the Sociology of Education finished its discipline reconstruction by making the following three achievements:(1)the discipline system construction marked by the restoration of the relevant courses in universities, the establishment of national academic organizations, and the publication of academic journals;(2)the discipline basic construction marked by the formation of the key research teams and the accumulation of seminal literature;(3)the discipline theory construction marked by the expansion of research field, the enrichment of research methods and the influence of research results. Through their joint efforts, the researchers in China basically completed the construction of the discipline system, made substantial progress in discipline basic construction, and achieved initial success in discipline theory construction in the field of Sociology of Education in the period of 1979—1992. It is astonishing for the Sociology of Education in China's mainland, which had been interrupted for 30 years, to make such achievements in so short a period of time.

备注/Memo

备注/Memo:
程天君,教育学博士,南京师范大学副校长、教育科学学院院长、教授、博士生导师,长江学者特聘教授(南京210097)。
CHENG Tianjun, PhD in Education, is Distinguished Professor of Changjiang Scholars Program, Dean of School of Education Science, and Vice President of Nanjing Normal University(Nanjing 210097).
更新日期/Last Update: 2022-08-25