70年教育史学科体系、研究范式与发展反思

Disciplinary System,Research Paradigm and Development Reflection of Chinese Educational History during the 70 Years since the Founding of the People’s Republic of China

新中国成立70年来中国教育史学科在唯物史观指导下发展迅速,学科体系得到确立和发展,研究内容形成教育思想史、教育制度史和教育活动史的三种"通史"体系。研究范式不断丰富与变换,经历一元单式和一元多式两个主要阶段,改革开放后的思想·制度范式、现代化范式、叙事范式、活动·实践范式是推动教育史学实践丰富与发展的主要研究范式。未来教育史学发展应加强自身的学科理论建设,进一步加强具体的教育史问题研究,不断发掘本土的学术传统,通过回归主体与主流的双重学术实践,逐步建立中国教育史学在世界教育史学界的学术话语权。

During the 70 years since the founding of the People’s Republic of China, the discipline of Chinese educational history has developed rapidly under the guidance of historical materialism. The disciplinary system has been established and developed and the research contents include three kinds of "general history" system: the history of educational thought, the history of educational system and the history of educational activity. The research paradigm enriches and transforms constantly and it has experienced two main stages: one-single and one-multiple. The thought-institution paradigm, modernization paradigm, narrative paradigm and activity-practice paradigm after the reform and opening up are the main research paradigms which promote the enrichment and development of educational historiography practice. The development of educational history in the future should strengthen its own theoretical construction of discipline and the further study of specific issues of educational history and constantly explore native academic traditions. By returning to the dual academic practices of"subject" and "mainstream", the academic discourse power of Chinese educational historiography should be gradually established.