教育史学实践及其方法刍议

A Study on the Practice and Methods of Educational Historiography

教育史学科建设一直是教育史学界普遍关注的重大问题。中国古代史学成就立于世界巅峰,然而近代以来由于西方史学方法的更新演进使得西方史学跃于中国史学之上。教育史学实践历经100多年的发展历史逐渐形成了由历史观、方法论和具体研究方法所构成的三维方法规范体系,这是对教育史学实践研究方法的理性概括,也是对教育史学科建设基本理论问题之一研究方法科学性的学理阐释。加强对历史理解的理论观照是教育史学实践亟待改善的方法进路。这不仅需要历史观、方法论的一般理论指导,也需要从教育学科的知识体系中借鉴理论资源展开分析讨论。对教育史学实践及其方法的分析讨论有助于推动教育史学科的自我更新,亦可借助方法的更新演进创获教育历史的新理解和新认识,在知识生产层面实现教育史学科的科学价值。

The construction of educational history has always been a major concern of educational historians,in which the importance of methods is particularly fundamental to the discipline.The achievements of ancient Chinese historiography had been at the top of the world.However,since modern times,Western historiography has leaped ahead of Chinese historiography because of the renewal and evolution of its methods.After more than 100 years of development,the practice of educational,historiography has gradually formed a three-dimensional normative system of methods composed of historical outlook,methodology and specific research methods.This is a rational generalization of the research method of educational historiography practice,as well as a scientific theoretical interpretation of research methods,which is one of the basic theoretical issues in the discipline construction of educational historiography.Strengthening the theoretical direction of historical understanding is the way to improve the practice of educational historiography.This requires not only the general theoretical guidance of historical outlook and methodology,but also the analysis and discussion from the theoretical resources in the knowledge system of pedagogy.The analysis and discussion of the practice and methods of educational history can help to promote the self-renewal of the discipline of educational history,and create a new understanding of the history of education by means of the renewal and evolution of the method,so as to realize the scientific value of the discipline of educational history at the level of knowledge production.