论新中国语境中教育本质研究立场的变迁

On the Evolution and Enlightment of the Research Standpoint for Essence of Education in China

对教育本质的研究,要受到政治、经济与历史文化等社会条件的制约,这使处于不同历史阶段的教育本质研究体现着不同的研究旨趣与研究立场,形成不同的研究结论。以此思路考察新中国成立以来的教育本质研究立场,体现了三种研究立场:建国初期的意识形态研究立场、改革开放20年的固本清源立场与新世纪以来的学科化立场。对这三种教育本质研究立场的分析,为进一步理解教育本质内涵提供了研究前提,这也是更全面、更规范地开展教育本质研究需要关注的新思路。

The study of the educational essence is restricted by political, economic, historical and cultural factors which embody different purport and position at different historical stages with different research conclusions. Since the foundation of New China we had three research paradigms：ideological standpoint in the early years of New China;natural standpoint in the twenty-years＇ reforming and opening to the world; and discipline standpoint in the new century. Analyzing the features of these standpoints can discover a new thinking method to provide premise for education essence research thoroughly and normatively.