The Disciplinary Logic of Basic Education Research
Over the past century,reflections and debates on pedagogy have never ceased;in particular,the development of meta-pedagogy has stimulated the disciplinary consciousness of education researchers.Basic education research is of basic significance for the recovery of the disciplinary dignity of pedagogy,the construction of an independent knowledge system of Chinese pedagogy,and the building of a powerful country in education.However,when pre-school education research,vocational education research and higher education research in the disciplinary system of pedagogy have achieved increasingly mature development,we have for a long time lacked sufficient basic education research targeting basic education,which has the most fundamental position,the longest history,the largest scale,the broadest influence and the most research groups.According to the logic for knowledge,social demands and policies,basic education research needs to have a"legitimate"status in the disciplinary system of pedagogy.Based on the understanding of disciplinary boundaries and the nature of basic education,basic education research is a discipline that studies the basic values and impact of basic education in individual development,educational development,and social development.This also serves as the basis for the disciplinary boundary and internal division of basic education research,and the treatment of the relationship between basic education research and other disciplines.In the future,the important mission of basic education research is to pursue the"changeable"and"unchangeable"aspects of basic education,and explore the"Chinese foundation"and"world language"of basic education.To this end,we need to build a theoretical system for basic education research with cultural and practice-based genes,and establish relevant systems to guarantee the development of basic education research.The construction of basic education research will inject new vitality into the development of pedagogy and the reform of basic education.Its shift from immaturity to maturity requires the disciplinary consciousness of basic education researchers and the theoretical consciousness of basic education practice.