【摘要】 当前,我国对学习成果资格框架的研究基本建立在比较或个体经验之上。存在的问题是缺乏相应的总结和述评,对于研究领域的区分也比较模糊。本研究借助科学知识图谱(Knowledge Mapping),作为定量研究工具,以数据分析客观呈现学习成果资格框架研究领域的样态、未来演进逻辑和发展方向。研究方法为因子分析法、聚类分析法、关键词共现网络法、多维尺度分析法等多方法,文章对我国1998-2018年间有关相关研究的文献篇数、文献类型、高频关键词、文献时区、研究机构、研究群体、研究主题聚类和战略坐标位置等进行数据统计和知识图谱分析,结果发现,我国学习成果资格框架的研究热点主要集中在三大领域:职业教育与资格框架研究、学分银行终身教育与学习成果资格框架研究、香港地区资历框架研究。就此进一步研究的建议:1.我国学习成果资格框架研究群体和机构合作不足,有必要建立国家级资格框架的共同研究体;2.本土学习成果资格框架制度和理论研究相对比较薄弱,应深化探索;3.我国学习成果资格框架研究主题尚需要不断拓展,加强实践研究。更多还原

【Abstract】 At present, the study on the qualification framework of learning outcomes in China is mainly based on the comparison or individual experience and lack corresponding summary and review,and is relatively vague in the differentiation of research fields. The study aims at objectively present the modality, future evolution logic and development direction of learning outcomes qualification framework by using Mapping Knowledge as a quantitative research tool and data analysis. The actor analysis, cluster analysis, keyword co-occurrence network and multidimensional scaling analysis method are used to analyze the data statistics and knowledge mapping related to the number of relevant research literature, types of literature, high frequency keywords, time zones of literature, research institutions, research groups, research topic clustering and strategic coordinates position from 1998 to 2018 in China. The findings shows that the study of learning outcomes qualification framework in China mainly focuses on three aspects, namely,vocational education and qualifications framework research, life-long education of credit bank and learning outcomes qualifications framework and Hong Kong qualifications framework. For this, some suggestions for further research are put forward. 1. A joint research unity of national qualification framework should be established due to the insufficiency of cooperation between research groups and institutions of the learning outcome qualification framework in China. 2. Local learning outcomes qualification framework system and theoretical research should be further explored because of their relatively poor study. 3. The research topic of China’s learning outcomes qualification framework still needs to be continuously expanded to strengthen its practice research.更多还原