科技与出版Issue(6)：35-43,9.
教育强国背景下教育学科与教育学术期刊协同发展:现实困境、内在关系与路径依赖
Collaborative Development of Education Disciplines and Educational Academic Journals in the Context of Building a Leading Country in Education:Realistic Challenges,Inherent Relationships,and Path Dependence
摘要
Abstract
In the context of building China into leading country in education,the collaborative development of education disciplines and educational academic journals has become a key issue for improving education quality and international impact.Problems in the collaborative development of education disciplines and educational academic journals in the context of building a leading country in education are as follows:The first is that the development of education disciplines and educational academic journals is not synchronized.At present,education disciplines and academic journals in China exhibit the characteristics of"strong disciplines but weak journals".As an important platform for promoting the development of disciplines,educational academic journals have not been constructed synchronously with the development of education disciplines,and have received little attention.The second is that the development of education disciplines and academic journals lags behind the requirements of building a leading country in education.A gap still remains between Chinese education disciplines and world-class ones,manifested in the need to strengthen interdisciplinary research and the lack of distinct local characteristics.The third is that the collaborative development pathway between education disciplines and educational academic journals to serve the construction of a leading country in education is unclear,evidenced by insufficient emphasis on educational journals in the construction of first-class education disciplines,and an incomplete collaborative development mechanism.There is an inherent relationship between education disciplines and academic journals in the context of building a leading country in education,for example,the collaboration and symbiosis between education disciplines and academic journals in education,and the new connotation of the symbiotic relationship between education disciplines and academic journals in the context of building a leading country in education.This paper analyzes the intrinsic coupling relationship between education disciplines and academic journals,highlighting their complementary and collaborative nature.It investigates the pathways for collaboration in cultivating top-notch innovative talent,enhancing journal international impact,and constructing a discourse system with Chinese characteristics in education disciplines.The study argues that the collaborative development of education disciplines and academic journals should be grounded on Xi Jinping's important remarks on education.In the context of building a leading country in education,the coordinated development of education disciplines and academic journals should achieve several objectives:First,adhere to the leadership of the Party for the correct development direction.Second,strengthen top-level design to promote the balanced development between education disciplines and academic journals.Third,strengthen the distinctive characteristics of education disciplines and academic journals,and take the pathway of specialization.Fourth,establish an innovative collaborative development mechanism between education disciplines and academic journals.Fifth,promote international exchanges and enhance the international impact of the journals through journal-based academic communities,supporting the development of Chinese characteristic education disciplines,and improving the international discourse power of Chinese education disciplines.关键词
教育强国/教育学科/教育学术期刊/协同发展Key words
building China into leading country in education/education disciplines/educational academic journals/collaborative development引用本文复制引用
孙司宇,蒋玲..教育强国背景下教育学科与教育学术期刊协同发展:现实困境、内在关系与路径依赖[J].科技与出版,2025,(6):35-43,9.基金项目
安徽省高校杰出青年科研项目"中国式现代化视域下社会主义核心价值观引领精神生活共同富裕研究"(2024AH020027) （2024AH020027）
中国人民大学科学研究基金重点项目"世界一流人文社会科学期刊评价研究"(202230159). （202230159）
