【目的】 对25种教育学SSCI收录期刊高被引论文的学术特征进行分析,为提升我国教育学期刊的国际影响力提供建议。【方法】 基于文献计量的知识图谱分析和内容分析法,对1998—2016年被引频次排名前9.9%的1897篇论文和排名前0.1%的160篇论文,从论文发表年份、研究国别、研究机构、研究者、研究领域、研究内容6个方面进行研究。【结果】 国际教育学排名前9.9%和前0.1%的高被引论文篇数分别在发表后6年和13年趋于稳定。国际机构合作紧密(网络密度为0.005),作者合作率不断提高(89.74%),其中美、英等国家高被引论文篇数最多。高被引论文来自教育学及与之交叉的心理学、计算机科学等16个领域,重视中微观层面的研究,学科教育研究,以及学习者视角、内驱力、新型学习环境中的教与学等研究。【结论】 我国教育学期刊应优化布局,多元发展;均衡稿件研究类型,推动范式转型;丰富媒体传播内容,荐读前沿文献。
[Purposes] This study aims to provide suggestions for improving the international influence of Chinese educational journals based on the analysis on the academic characteristics of highly-cited papers in 25 education journals indexed in SSCI. [Methods] We adopted the knowledge map based on bibliometrics and content analysis methods to analyze 1897 highly-cited papers ranking in the top 9.9% and 160 highly-cited papers ranking in the top 0.1% published from 1998 to 2016 in six aspects, including publication year, country, institute, researcher, research area, and research content. [Findings] The numbers of top 9.9% and 0.1% highly-cited papers in international education tend to be stable after publishing for 6 and 13 years, respectively. The international institutions are closely cooperated (the density of network is 0.005), and the ratio of author cooperation has increased continuously (89.74%). USA and UK have the highest number of cited papers. Highly-cited papers are from 16 research areas, including education and its interdisciplinary areas, such as psychology and computer science. In addition, highly-cited papers emphasize on medium and micro-perspective researches, discipline-based educational researches, and researches on learners, internal driving force, and education in new learning environments. [Conclusions] Chinese educational journals should optimize the journal layout, diversify the journal development, balance the types of manuscript research, promote the paradigm transition, enrich the content of media dissemination, and recommend the frontier literatures to enhance international influence of journals.