摘要
自20世纪60年代迄今,美国教育史研究受到社会科学越来越大的影响。社会科学对美国教育史学实际上起到了全面推动的作用,不仅扩大了教育史的研究范围,打破了传统教育史学的封闭状态,而且使教育史家提出了新的问题,提高了教育史的解释力,使美国教育史学摆脱了编年史的枯燥形象。同时也引发了一系列问题:美国教育史研究具有浓重的意识形态色彩,陷入了相对主义的泥潭。而且,美国教育史著作,更象是社会科学研究成果,而不是历史研究。20世纪60年代以来的新教育史学虽然动摇了传统的教育史学,但并没有提供令人信服的研究取代它。
Since 1960s, the study of educational history in America has been influenced by social science. Under the impact of social science, the study of educational history has made great progress, not only widening the field, but also putting forward new questions with improved their analytic tools. It promotes the development of educational history by getting rid of its baldness image of annals. However, it also creates a lot of problems, such as sinking in the wallow of relativism, with strong color of ideology, the socialism of educational history is similar as social science research rather than history study. Although the new educational history has changed the traditional way of studying educational history, it has not replaced it.
出处
《比较教育研究》
CSSCI
北大核心
2006年第7期32-36,共5页
International and Comparative Education
