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近些年来,学术界抄袭之风盛行,学术丑闻不断,有愈演愈烈的倾向,已经发展到了令人震惊的地步,大有建立学术规范,杜绝学术腐败的必要。从哲学层面来看,学术规范的建立,有必要回答3个基本问题:为何学术(Why)?何谓学术(What)?如何学术(How)?结合当前中国语境中的学风建设,3个问题之中,“何谓学术”问题的讨论,显得更为重要和迫切,更具规范性特征。本文包含6个方面的内容(研究背景、案例分析、呼唤规范、失范探源、建立范式、结论展望),集中讨论了“何谓学术”的问题。具体来说,本项研究通过范式理论(paradigm theory)的引入,采用过程化发展的培养视角(a perspective of process-oriented development),分别从全球化、信息化、网络化、数字化、哲学化、理论化、概念化、前沿化、问题化、视角化、焦点化、结构化、文本化、模块化、规范化、社会化、游戏化以及常态化这18个方面进行讨论,对学术研究的本质进行了系统的描述与界定。本项研究的意义在于,通过学术研究范式特征的分类分析,为学术规范的建立,提供一种基础性的研究,提出一种生态化的培养模式(an ecological model of training)。
In recent years, the academic plagiarism prevails, academic scandals continue to be intensified, and trends have evolved to astonishing proportions. There is a great need to establish academic norms and prevent academic corruption. From a philosophical perspective, there are three basic questions that need to be answered in order to establish academic norms: Why? What? How? How to combine? With the construction of the study style in current Chinese context, three questions Among them, the discussion of “what is academic” is even more important and pressing and more normative. This article contains six aspects (research background, case analysis, call for norms, a source of atrophy, establishment of paradigms, conclusions and prospects), focused on the “what is academic”. Specifically, this study uses the introduction of paradigm theory and adopts a perspective of process-oriented development. From the aspects of globalization, informatization, networking, digitization, philosophization, Theoretical research, conceptualization, frontierization, problem solving, visualization, focusing, structuring, textualization, modularization, standardization, socialization, gamification and normalization, discussed the essence of academic research System description and definition. The significance of this study lies in that, through the classification and analysis of the characteristics of academic research paradigms, it provides a basic research for the establishment of academic norms and proposes an ecological model of training.