Research Trends in Mainland Chinese Comparative Education
Research Trends in Mainland Chinese Comparative Education
复制标题
中国大陆比较教育研究动向
DOI：
10.1086/447243
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发表时间：
1994
影响因子：
1.8
通讯作者：
Shu
中科院分区：
文献类型：
--
作者：
Shu
中国大陆的比较教育研究在文革结束后不久就恢复了，并在后毛泽东时代的第一个十年（大致从1970年代末到1989年夏天）得到了长足的发展。这一发展的主要特点包括： (a) 注重比较教育的机构和方案数量显着增加。到1989年底，全国已有比较教育机构4个、20个专业。 (b) 比较教育工作者数量迅速增加。文革结束后不久，当时五个比较教育专业的研究人员不足30人，但到1989年底，已达200多人。 (c)建立了完整的比较教育专业研究生培养体系。结果，研究生学习成为培养新一代中国比较教育工作者的主要方式，招生人数从1979年的7人增加到1989年的36人。比较教育博士点于1984年开始，与这些项目相关的学者负责新的方向。 (d) 1979 年成立全国性学术组织——中国比较教育学会（CCES）。自成立以来，它已成为国际比较教育界的一部分，从而结束了中国在该领域的孤立状态。 (e) 尽管学术标准仍然有些不足，但已完成的研究和研究的质量取得了相当大的进步。为了传播研究成果，专门出版了 7 种比较教育期刊。3 此外，还出版了 123 本关于比较教育的学术书籍。
The study of comparative education in Mainland China resumed soon after the end of the Cultural Revolution and developed substantially in the first post-Mao decade (roughly, from the late 1970s to the summer of 1989). The major features of this development included: (a) A significant increase in the number of institutions and programs focusing on comparative education. By the end of 1989, there were four institutes and 20 programs of comparative education across the country.' (b) A rapid expansion in the number of comparative educators. Shortly after the Cultural Revolution ended, there were fewer than 30 researchers in the five programs of comparative education that then existed, but by the end of 1989, there were over 200.2 (c) The establishment of an integrated system for training graduate students majoring in comparative education. As a result, graduate studies became the major way to train the new generation of Chinese comparative educators, with enrollment increasing from seven in 1979 to 36 in 1989. Doctoral programs in comparative education began in 1984, and the scholars associated with these programs were responsible for new directions. (d) The establishment in 1979 of a national academic organization-the Chinese Comparative Education Society (CCES). Since its inception, it has become part of the international comparative education community, thus ending China's isolation in the field. and (e) Considerable advancement in the quality of research and studies completed although the standards of scholarship remain somewhat inadequate. To disseminate research findings, seven journals devoted exclusively to comparative education were developed.3 In addition, 123 scholarly books on