중국의 타오싱즈(陶行知) 연구동향의 지적 구조와 네트워크 = Intellectual Structure and Network of Research Trends on Tao Xingzhi (陶行知) in China

다국어 초록 (Multilingual Abstract)

This paper aims to understand the intellectual structure by collectively drawing a topography and a network by grouping Tao Xingzhi’s educational philosophy. Tao Xingzhi introduced the latest Western education methods to rural China to bridge the educational gap, which providing significant insights solving rural education problems in China today. Tao Xingzhi’s research has had substantial implications not only in China but also in the broader East Asian educational context, with active studies across various fields. Since the 1950s, research achievements have accumulated not only in China but also in Korea and the West, making it academically meaningful to examine the reasons for the attention paid to Tao Xingzhi.
To achieve this, this study analyzed 740 papers using a keyword analysis method of existing research to explore research trends. By analyzing the meanings of key researchers and institutions, this study tried to visualize research trends and tendencies to facilitate intuitive understanding. Additionally, by analyzing the historical background of Tao Xingzhi's research, the geographical distribution of research in each region, the relationships among researchers, and keyword correlations, the study sought to highlight the historical significance of Tao Xingzhi's research.
This paper conducted keyword co-occurrence analysis and author network analysis to visualize and analyze the intellectual structure and network. Through this analysis, firstly, we found that the research aligns with previous studies that classified the Tao Xingzhi research into the Huazhong and Huadong schools. The group centered around Huazhong Normal University in Hubei and Zhou Hongyu (周洪宇) was clearly identified, while the Huadong school was not. It was also noted that these schools did not form a tight network based on themes.
Secondly, keyword co-occurrence analysis revealed that features of Tao Xingzhi’s research tendency highly influence “integration of teaching and learning,” “research of Xiaozhuang Normal School,” “life education and rural education,” and the “mass education movement.” This indicates that in China, research on Tao Xingzhi is being conducted as a practical solution to current educational problems related to life education theories and methods.
Third, examining the keywords over different periods showed a decline in the influence of “integration of teaching and learning” and a rise in the topic of “life education.” Also, the influence of the mass education movement was significantly less than that of life education research. This reflects a shift in Tao Xingzhi research to align more closely with China's educational realities in response to societal needs.
Fourthly, author network analysis showed that the thematic networks of authors were not tightly connected and were divided into three main clusters. The relationships among authors' themes were related to efforts to localize or sinicize education. Research aimed at continuing educational practices and experiences aligned with adapting modern education to China's context is represented by life education. This suggests that future research on Tao Xingzhi will likely continue to focus on his educational philosophy and theories along with practical and experiential aspects.