Research On The Disciplinary Attribute And Disciplinary System Construction Of Educational Geography

The geography of education is not only the theoretical seed of interdisciplinary knowledge production of “Education Geography” in professional academic domain,but also the accumulation of practical and operational solutions to solve multiple educational geography problems.When “interdisciplinary” has officially entered the subject catalogue of higher education in China,educational geography is still in the initial stage of development.On the one hand,the geography of education has ushered in a unique historical opportunity,on the other hand,it also puts forward new and higher requirements for the research of discipline meta.The general paradigm of meta-disciplinary system is adopted by this research.The main line of logic analysis is from “general” to “special” and that return to the “general”,with using “human-land relationship theory” and “human-land relationship regional system theory” are to explain the connection of “human-land” in the “education-geography” interaction comprehensively.Based on the framework,firstly,the interdisciplinary theoretical analysis is selected is to explore the ontological connotation,boundaries and limits of the integration of “education-geography”disciplinary knowledge in a general sense.Secondly,given the specialized chemistry department of geography,the theoretical rationality and practical purposefulness of educational geography as a sub-discipline of geography are revealed systematically.As well as the theoretical guidance of the internal and external relations of education is adopted to guide;the internal and external interactions of “education and geographic elements” is decomposed and determined to tell what the subject knowledge of educational geography's elements.The disciplinary knowledge system is formed by the three internal logical connection of disciplinary knowledge,including “the interaction of human-land,the interaction of teaching-land,and the interaction of the education and environment”.Thirdly,given the “traditional +modern” discipline system evaluation and analysis framework,this research goes back to analyze the “four-dimensional”(majors are set-up in universities,specialized research fields,specialized research team,specialized theoretical research publications).This can define several disadvantages of the discipline system of educational geography in the “general” sense,analyzes the existing shortcomings of the construction of the discipline system of educational geography,and puts forward some targeted improvement.Finally,the “remaining theory” is used to put forward the“educational geography subject system is constructed is centered on the educational geographic system”.It seems to strive to develop an “comprehensive path that is the construction of the discipline system of educational geography” and that integrates“discussion of universal significance + disciplinary perspective observation”.This research embodies certain innovations in three aspects,focusing on the systematic discussion of the entire research content: 1.It explains and reveals the essential fact that educational geography is subordinate to the interdisciplinary“education-geography” in terms of subject attributes.This paper expounds the logical possibility and the lack of content of the development of educational geography as a sub discipline,with the specific perspective of geography.Furthermore,on the basis of the exploration of the lack of content of educational geography as lower subjects of geography and through the speculative determination of the connotation,boundaries and limits of the subject knowledge of the interdisciplinary theory of the“education-geography”.It clearly reveals that “educational geography is an objective fact that “geographic elements influence each other,restrict each other,and promote each other”.2.It put forward and demonstrate that “educational regional system” is the core ontology of the disciplinary system of educational geography.Through the interactive migration between human and environment in the theory of human land relationship and the interaction between education and environment in the law of internal and external relations of education,this paper demonstrates the unity of“educational regional system” as the logical starting point of human land interaction and the logical ending point of the unified side education environment.In the theoretical cognition of the education as a social activity of human beings,proposed the intermediary role of the educational regional system with the interaction of“teaching-land”,“human-land interaction” and “education-environmental interaction”Therefore,the role of the educational regional system as the logical starting point,logical intermediary,and logical end point of educational geography research is clarified dialectical unity.3.The ontology,epistemology and methodology of educational geography is analyzed and deconstructed based on the interactive logic of“education-geography”.Following the logic line of “education-geography interaction”of “education-geography” interdisciplinary knowledge,this paper analyzes the ontological knowledge formed by the multiple coupling of educational activities and geographical elements,the epistemological content produced by the disciplinary cognition of “education-geography research academic community”,and the methodology analysis of the unity of interdisciplinary knowledge association and vertical differentiation of subordinate disciplines.In this study,the enrichment of piecemeal content in the field of educational geography research and the subtle theoretical innovation in the construction of the educational geography discipline system are more based on the pioneering research of predecessors.They are not only an attempt of the series of theories,such as the relationship between man and land in the objective observation of educational geography,but also a continuous progress based on the shoulders of educational geography research giants.