学科建设：元视角的考察——关于高等教育学学科建设的反思

Abstract

摘 要 本文是从元学科、元科学层次的反思出发来研究高等教育学的学科建设问题。本文的中心观点就是：今天的科学已经或正在进行转型，科学转型带来了学科框架的转变。学科框架的转变为高等教育学学科建设提供了新的方向、目标和策略。 学科建设的目标是就是要把一门不成熟的学科建设成成熟的学科。但是关于“什么是成熟学科”、“成熟学科的判断标准是什么”等问题的认识是受学科框架制约的。学科框架是所有学科共享的“原型框架”，它是隐藏在具体学科背后指导各门学科建设的纲领和指针，不同学科都可以看作是这个原型框架在不同知识领域中的体现。学科框架是存在人们的认识中，我们总是根据我们心中的学科框架来进行学科的建构。 学科框架直接与认识形态、科学形态联系在一起的，或者说是受制约于后者。科学的不断发展使科学在不同时期表现出不同的形态，即不同的科学型。科学的转型带动了学科框架的转变，不同科学型下学科框架是不一样的。所以说，学科框架并不是一成不变的，它是处于一种动态的发展之中的。 今天科学已经或正在实现一次转型，科学在本体论、认识论、方法论等发生了一次根本性的变革。科学的转型带来了学科框架的变革，从过去所要求的“客观、独特”的研究对象、“惟一、独特”的研究方法和“线形、单向度”的知识体系转向今天的“相对、系统”的研究对象、“多元化”的研究方法和“球形、多向度”的知识体系。 学科框架的转变要求各门学科的建设工作的方向和目标的转变。高等教育学作为一门年轻的学科，学科建设既要借鉴传统经典学科的建设经验，更要考虑科学转型带来学科框架的改变。新的学科框架要求我们重新思考、厘清高等教育学的学科建设方向和目标，要求我们按照新的学科框架来重新认识高等教育学的研究对象、研究方法和学科知识体系，要求我们构建新型的学科组织和学科文化。 关键词：高等教育学 学科建设 元视角

Abstract The dissertation is aimed to study building pedagogy of higher education with perspective of meta-science and meta-discipline. The main idea is as follows: the present science has transformed or is transforming, and the transformation of science also transforms the framework of the discipline. The transformation of discipline framework has set up a new direction, aim and strategy for building the pedagogy of higher education. To build a discipline is to make a discipline more mature, but knowledge about “what is mature discipline like” and “what is criterion for mature discipline” is related with the discipline framework. Discipline framework, which is prototype framework shared by all disciplines and is hidden behind them, is guiding principle for building every discipline. Discipline framework also exists in minds, and we always build a discipline according to the framework in our minds. Framework is directly related with, or controlled by Knowledge form and Science form. Science has different forms in different periods. The transformation of science changes discipline framework rightly, and there are different discipline frameworks under different science forms. So discipline framework is not invariable, but is variable. Nowadays, science has transformed or is transforming, the ontology, theory of knowledge and methodology of science has experienced or are experiencing a “revolution”, and the transformation brought on a series of change in discipline framework: from “subjective”, “unique” to “relative”, “systematic” researching object; from “single”, “unique” to “multiple” researching method; from “line-shaped”, “single-direction” to “ ball-shaped”, “multi-direction” knowledge system. The change of discipline framework also changes aim and direction of the building of every discipline. To build the pedagogy of higher education, a young discipline, we not only learn from experience of the building of classic disciplines, but also should consider the change of discipline framework brought by the transformation of science. According to new discipline framework, we should consider aim and direction of the building of the pedagogy of higher education again, should recognize researching objective, method and knowledge system of the pedagogy of higher education again, should construct new-typed discipline organization and culture. Keywords: Pedagogy of Higher Education Building Discipline Meta-perspective

学位：教育学博士

院系专业：教育研究院_高等教育学

学号：20051403256