教育学自主知识体系建构视域下的中国教研OA

In the era marked by the accelerated construction of an autonomous knowledge system in education,"Chi-nese teaching research"—endowed with distinct local institutional attributes—is evolving from a practical form into an original and systematic academic agenda.Drawing on Bakhtin's dialogic theory,this paper offers a holistic interpre-tation of the knowledge identity,essential characteristics,practical predicaments,and action pathways of Chinese teaching research through a multi-agent dialogic approach.The study argues that rooted in Chinese educational prac-tices,responsive to universal human educational propositions,and characterized by the integration of multi-dimen-sional elements,Chinese teaching research aligns with the logics of autonomy,universality,and systematicity inher-ent in the construction of an autonomous educational knowledge system,thereby meriting recognition as a pivotal topic in this endeavor.From the standpoint of building China's autonomous educational knowledge system,current Chinese teaching research still faces structural shortcomings in such dimensions as knowledge subjectivity,practical authentic-ity,the efficacy of professional communities,and international communication capacity.To fulfill the triple missions of advancing educational theory,transforming educational practice,and enhancing China's international discourse power in education,it is imperative to uphold the teaching research stance of"classroom authenticity and student-centeredness,"and make systematic efforts in paradigm integration,role reconfiguration,knowledge production,and international dissemination.These endeavors aim to expedite the formation of a theoretical system and practical model of Chinese teaching research that embodies Chinese characteristics while possessing reference and radiating value globally.