中国教育史学科研究取向的三次转换

Three Transfers of Research Orientation of Chinese Educational History

以第一本中国教育史著作问世为标志,中国教育史学科研究取向出现了三次转换:即在借鉴中形成的包括实用主义、实证主义、问题、历史唯物主义为代表的多元取向;新中国成立到"文革"期间形成政治主导下的"革命史"取向;改革开放后,在恢复重建中,开始形成以唯物史观为主的现代化、叙事、活动为内容的一元多线取向。不同取向的教育史研究各有优劣,互相借鉴、相互补充,构成中国教育史研究的基本形态,服务于构建符合历史的、属于中国的教育史学的目的。

There were three transfers in research orientation of Chinese educational history,that is,formation of multiple orientations represented respectively by pragmatism,empiricism,problem,and materialism by reference from others,since the publication of the first work of Chinese educational history. From the founding of new China to ＂Cultural Revolution＂,the orientation of the ＂revolutionary history＂was formed. Since the reform and open policy,a monist-but-multi-lined orientation took shape in recovery and reconstruction,which involves such contents as modernism,narration and activity under the guidance of materialistic conception of history. Although different orientations of studies of educational history have both advantages and disadvantages,learn from each other and mutually supplement,they form the general situation of Chinese educational history studies and serve the purpose of constructing a historical and China-characteristic educational historiography.