弗莱克斯纳《现代大学论》在当代中国的传播基于2003-2021年高被引文献的可视化分析
The dissemination of Flexner's "Modern University Theory"in contemporary China-Visual analysis based on highly cited literature from 2003 to 2021
作者: 杨无敌1王煜阳2(1.清华大学教育学院，北京100080:2.北京体有大学教育学院，北京100009)
关键词: 《现代大学论》:弗莱克斯纳;知识传播;高等教育 "Moder University Theory";Flexner;Knowledge dissemination;Higher education
摘要:本研究运用文献计量法与CiteSpace软件，对2003-2021年间中国知网高被引期刊文献中弗莱克斯纳<<现代大学论>>的传播与接受进行可视化分析。研究发现，该经典的传播以浙江教育出版社2001年中译本为核心，以<<高等教育研究>>等核心期刊为主阵地，于2010年前后达至高峰;传播主体地域呈"南多北少"格局，以华东、中南地区的综合性及师范类高校研究者为主;引用内容高度集中于原书"大学理念"章节。分析进一步揭示，中国学者并非被动接收，而是采取了"选择性引用"、"象征性引用"、"工具性拓展"与"创造性转换"四种策略性阐释，使其思想服务于解答中国现代大学之"道"、"术"、"育"、"责"、"治"、"化"的现实之问。该经典的"中国之旅"本质上是域外理论与本土实践"双向驯化"的生动例证，为理解中国教育学自主知识体系的构建路径提供了有益启示。
Abstract: This study employed bibliometric methods and CiteSpace software to conduct avisual analysis of the dissemination and acceptance of Flexner's "Modern University Theory"in highly cited journals of China National Knowledge Infirastructure (CNKI) from 2003 to2021. The research found that the dissemination of this classic was centered on the Chinesetranslation published by Zhejiang Education Press in 2001, with core journals such as "HigherEducation Research" as the main battlefield, reaching its peak around 2010. The geographicaldistribution of the dissemination subjects shows a pattern of "more in the south and less inthe north",mainly consisting of researchers from comprehensive and normal universitiesin East China and Central South China. The quoted content is highly concentrated in thechapter "University Philosophy" of the original book. Further analysis reveals that Chinesescholars did not passively accept but adopted four strategic interpretations: "selective citation","symbolic citation","instrumental expansion" and "creative transformation", making their ideasserve to answer the practical questions of "way","technique", "education","responsibility","governance" and "transformation" in modern Chinese universities. This classic "journey toChina" is essentially a vivid example of the "two-way domestication" between foreign theoriesand local practices,providing beneficial inspirations for understanding the construction path ofthe autonomous knowledge system of Chinese pedagogy.
