困境与探索:对近40年中国教育史学方法论研究的反思

Dilemma and Exploration:Reflections on the Methodology of Chinese Educational Historiography over the Past Forty Years

回顾改革开放40年来中国教育史学方法论的研究历程,其总体呈现出研究成果数量少、基本概念理解分歧较大、深度和系统性不够三大特征。造成这三方面困境的原因主要有:对教育史学方法论的重要性认识不足,概念界定视域不统一,方法论反思性研究意识发育迟滞。与此相应,本文尝试提出三种走出教育史学方法论研究困境的对策:增强学界对教育史学特殊方法论重要价值的认识,深入分析教育史学方法论的基本理论问题,全面开展对教育史学方法论问题的元研究。

Reviewing the development of Chinese Educational History methodology over the past forty years since the reform and opening-up in China,this paper presented three major characteristics:the number of research results is small,there is a lack of consensus in terms of basic concepts,and there is a lack of depth in research.The main reasons for these three difficulties are:insufficient understanding of the importance of educational history methodology,nonuniformity of concept definition,and delayed development of consciousness in reflective research.Correspondingly,this paper attempts to propose three countermeasures to get out of the dilemma:to enhance the awareness of the important value of the special methodology of educational history,to analyze the basic theoretical issues,and to comprehensively develop meta-research.