教育史学科发展的显乐与隐忧——中国教育学会教育史分会第十三届学术年会之硕士生视点

The Tangible Benefits and Invisible Harm about Educational History Discipline Development ——A Master View on the Thirteenth Annual Symposium of the Educational History Sub-Commission of CSE

中国教育学会教育史分会第十三届学术年会于2012年10月15日至18日在湖南师范大学举行,参加这次学术年会的代表有来自北京、上海、浙江、湖北等全国78家高校、科研院所和出版机构的343位教师与学生。文章通过一位参加本次学术年会的教育史专业硕士研究生的视角,对教育史学科发展进行了审视,认为其存在三点显乐:一是该学科的交叉学科性质决定了其发展的持久生命力,二是与会人员构成体现了该学科发展在中国的学术辐射范围广泛,三是与会代表既有观点的认同完善又有不同观点的交锋。同时发现了该学科发展存在学生代表缺会严重、教育史学界断层、教育史研究"碎片化"、教育史著作受历史学界漠视这四点隐忧,并提出了具体的解决办法。

The thirteenth annual symposium of the Educational History Sub-commission of CSE was held in Hunan Normal University on Oct 15-18,2012. From around the country, such as Beijing,Shanghai, Zhejiang, Hubei, etc., 343 teachers and students representatives attended the meeting. They came from 78 units,such as universities,research institutions,and publishing houses,etc.This article starts from a breakthrough point presented by a master graduate student who attended this meeting to illustrate the development of educational history: the long lasting development depends on its cross-disciplinary; the people attended from all through China reflect its renowned status in academy; the points of view presented in the meeting are diversified. It is found in the invisible harm about this academy that student representatives related are in short, there are lack of new points of view in next generation, the researches are in separation, and the works of educational history is set aside by the History Academy. Also some solutions are put forward.