历史与现实的联动——从“问题史学”看教育活动史研究

The Linkage of History and Reality——Research on Problem Historiography and Education Activity History

教育活动史与教育思想史、教育制度史共同构成了三维一体的教育史学科体系。不同于后两者,教育活动史打破以往只关注精英群体、宏观史实的研究视角,着重发掘基层民众、微观具体的教育问题和教育实践活动,力求为世人展现教育活动的原生态面貌。"问题史学"孕育于法国年鉴学派,从提出、实践到成熟,经由三代年鉴派史学家的理论创设和完善,形成一套以问题为核心的史学阐释模式,转变了传统史学重叙述轻分析的研究取向,提倡带着问题去研究历史,主张史料和方法的革新,注重现实与过去的联系与互动。所以,研究教育活动史也要有问题意识,采用问题分析法关注现实,并生动表述展现教育活动史问题等。

Education activity history, education thought history and education system history constitute together the three - dimensional integrated discipline system of education history. Compared with the latter two, education activity history beaks the research perspective that only focuses on elite groups and macro facts, and turns to research on special or micro issues and educational practice of education history. It will strive to show the world the face of the original ecological education activities. ＂The problem historiography＂ was created and perfected by the three gener- ations of Annales School historians. Finally, it formed a set of the historical interpretation mode with the question as the core. ＂The problem historiography＂ had new features, such as changing the research orientation from narrative to analysis, advocating to study history with a problem, encouraging to renovate historical data and research methods, also paying attention to the contact and interaction between the reality and past. All of these characteristics give les- sons for education discipline construction and research on education activity history, For example, we need to re- search education activity history ,focus on practical issues using problem analysis, and express them vividly.