中国教育史学史的演进特点、进展及其展望

The Characteristics, Trends and Expectations of the History of Chinese Educational History

教育史学史是教育史学的客观演进历程,不仅为人们提供教育史学演进的知识谱系,而且提出教育史学研究中的问题、局限性与不确定性。由于中国教育史研究源于新式学堂的教学需要,服务教学成为中国教育史的研究起点并使其盛行于20世纪上半叶,由此出现了不同取向的教育史学研究。从1950年到20世纪70年代末,教育史研究者在借鉴苏联教育史学的基础上,对以往教育史研究成果重新作出分析评判,教育史学史得以兴起;然而,由于对史学理论与方法的使用不当,在改变学术研究性质的同时,还改变了研究方向。改革开放后,研究者在教育史的恢复重建中,开始关注以教育史学科建设为核心的教育史研究,教育史学受到高度重视并取得显著成果。但是,这不意味着教育史学研究没有问题。为繁荣教育理论,为人类教育事业贡献智慧,未来的中国教育史学研究需要处理好以下问题:其一,克服固守于“用”的教育史研究定位;其二,教育史研究中的概念和概念体系建设;其三,教育及教育史研究与社会之间的关系;其四,外来教育史学理论与本土教育史研究之间的关系。

The history of educational history is the objective evolution process of educational history.It not only provides people with the knowledge pedigree of educational history evolution,but also provides people with the problems,limitations and uncertainties in educational history research.Since the study of Chinese educational history originated from the teaching needs of new schools,serving for teaching became the starting point of the study of Chinese educational history and prevailed in the first half of the 20th century.From 1950 to the end of 1970s,educational.history researchers re analyzed and evaluated the previous educational history research results on the basis of drawing lessons from Soviet educational history,and the history of educational history emerged.However,due to the improper use of historical theories and methods,it not only changes the nature of academic research,but also changes the direction of research.After the reform and opening up,scholars began to pay attention to the study of educational history with the construction of educational history as the core in the restoration and reconstruction of educational history,and educational history was highly valued and achieved remarkable results.However,this does not mean that there are no problems in educational history research.In the future,the healthy development of educational history in China needs to deal with the following issues;first,to overcome the orientation of educational history research that is stuck in“use”;second,to construct the concepts and concept system in educational history research;third,to handle the relationship between education and educational history search and the society;fourth,to handle the relationship between the theory of foreign educational history and the research of Chinese educational history.