The Development Of Lifelong Education Research In China In The Past 40 Years Of Reform And Opening-up

Although modern lifelong education thought was introduced to China late,since the reform and opening up,with the rapid development and prosperity of the country and the development and progress of education,China has achieved rapid development in both theoretical research and practical exploration of lifelong education.So since the reform and opening up,our country has been bringing in the idea of life-long education from the very beginning to the development of localization of life-long education.Academic achievements have been constantly enriched.What is the development course of its research and what stage has it gone through? What are the stages and general characteristics of its development? It includes the fruitful process of research results,the process of expanding research team,and the process of changing research topics.In other words,what is the past progress,current situation and future trend of lifelong education research in China in the past 40 years of reform and opening up?This research centers on the above issues and takes the relevant literature in the field of lifelong education in China since the reform and opening-up for40 years as the research object.According to the number of research results and relevant important policies,this research divides the development stage of lifelong education theory research in China.By using the methods of scientometrics,text content analysis and literature comparative study,this research uses CiteSpace knowledge map analysis.Visual analysis is made on the quantity of relevant literature,keyword co-occurrence analysis,author-journal cooperation an alysis,research hotspots and research frontier topics.The stage characteristics a nd overall development characteristics of the development process of lifelong e ducation research in China are obtained.Finally,based on the above analysis,t he development prospect of lifelong education research in China is prospected,and some suggestions for reference are put forward.According to the number of relevant research results in the field of lifelong education and the important policies issued by the state,this study divides the development stages of lifelong education research in China in the past 40 years of reform and opening up into the following stages: 1978-1985 is the gestation period of lifelong education research in China;1986-1995 is the embryonic period of lifelong education research in China;1996-2001 is the growth of lifelong education research in China.Period: 2002-2012 is the prosperous period of lifelong education research in China;2013-2018 is the steady period of lifelong education research in China.On the basis of describing and analyzing the research characteristics and background motivation of each development stage,this study further summarizes the general characteristics of the development of lifelong education theory in China from a macro perspective: the quantity and quality of research results have gone through a process from less to more,from low to high,and then to stability;the quantity and quality of journal sources have gone through a process from less to more;From disorder to focus,the research results are mainly concentrated in adult education,continuing education and vocational education journals and magazines;in the main body of research,high-yielding authors are from few to many,from many to form a core research group.Chen Nailin,Wu Zunmin,Hao Keming,Gu Mingyuan,Xiong Shaogang and other scholars have become more influential and contributing scholars in the field of lifelong education research in China.Groups;High-yielding institutions have experienced a contention from teachers' colleges to various types of institutions,and finally returned to teachers' colleges and radio and television universities,among which East China Normal University,Hebei and Tianjin Radio and TV Universities have made great contributions,but the cooperation between researchers and research institutions is not close.In terms of research hotspots and research frontier topics,it has experienced "the connotation and basic theoretical research of lifelong education","the relationship and influence between lifelong education and educational reform,adult education and continuing education","the construction of lifelong education system and learning society","the study of credit bank,lifelong education legislation","adult education" The change of the research on the transformation and development of continuing education,community education and geriatric education.Looking forward to the future trend of lifelong education development in China,in order to further promote the development of lifelong education research in China,it is suggested that we should further enhance the consensus of the basic theoretical research results of lifelong education,continue to promote the depth of theoretical research,promote the diversification of research methods,strengthen the cooperation among research forces,and enhance the professional and targeted research field of lifelong education.The quality level of periodicals and magazines;pay attention to the close relationship between lifelong education policy,practice and theoretical research,prevent the theoretical research of lifelong education lagging behind the practice of lifelong education,and provide theoretical support for the further promotion of policy and practice in time.