对教育史学科困境的再思考

A Further Consideration of the Disciplinary Predicament of Educational History

自21世纪初期,学者提出"教育史危机"(或谓"问题")说之后,直到今日仍然是学界争论的焦点。笔者梳理了目前的主要观点为:其一,认为教育史学科生存现状存在诸多问题,包括认为教育史学科课程被压缩、学术队伍呈现缩减趋势、成果难以发表;其二,对教育史学科属性也存在着争论,如有学者认为教育史应为历史学科的一门分支学科,有学者则认为教育史应为教育学科的一门分支学科;其三,认为本学科研究者缺乏理论指导,亦不善于将理论与实践相结合;其四,对学科体系也存在着不同的认识和争论。其主要原因为:"史学"危机产生的辐射、国家宏观政策的调整、教育学学科属性独立的争论及师生代际文化的差异,并结合学者们的诸多论点提出对策为:争取教育史学科的独立性、突显学科的教育属性、加强课程设置和学生培养、加强教育史学理论的研究以及将历史学、社会学、文化学等多学科研究方法融入本学科研究等。

The ＂crisis of educational history＂, advocated in the early 21st century, is still the focus of today＇s academic debate The author reviewed the major points involving the issues of compressed curriculum of educational history, weakened academics and difficult academic publications; the debate on its historical or educational attribution; the lack of theoretical guidance and practice; and the controversy over its disciplinary system. These were believed to mainly arise from the radiation of the ＂historiography＂ crisis, the adjustment of the national macro policies, the independent argument of the pedagogy discipline and the differences of the inter-generational culture of teachers and students. Therefore, this paper suggested that work can be devoted to its independent educational attributes, curriculum design and students training, theoretical studies of educational historiography and use of multidisciplinary methods of history, sociology and cultural studies.