中国教育史学科结构方式的历史探究

A Historic Survey of Disciplinary Structure of Chinese Education History

过往的中国教育史研究,以"教育思想"和"教育制度"为基本范畴结构而成。它在理论上根本于现代性的"理论—实践"观念,在实践上对应着中国教育的现代化建设进程,是国家规划的教育发展路径的学术性表达,并集中落实于最具"致用"价值的通史体式中。如今,随着研究重心的不断下移,传统的"思想"和"制度"概念已被逐步解构并融合于行动的世界中。主体性的发现和行动逻辑的探寻,孕育着中国教育史研究实现概念重建和理论转型的重要契机。

The researches of the Chinese education history have so far taken ＂education ideology＂ and ＂education system＂ as the basic categories. Such a perspective has stuck to the ＂theory--practice＂ doctrine, which is correspondent, in practice, with the modernization construction progression of the Chinese education. In fact, it is the academic expression of the national scheme for education advance, and is embodied in the ＂all--for--use＂ orientation. Presently, however, the traditional conceptions of ＂ideology＂ and ＂system＂ have been gradually decoded and fused into action exercises along the progressive descending of research focus. The discovery of subjectivity and exploration of action logic, accordingly, conceives an opportunity for conception reconstruction of the Chinese education history and its theoretical transformation.