中国教育学史研究的回顾与展望

中国教育学史研究经历了兴起、独立研究领域和深化发展三个阶段。在这期间,研究者集中对何谓中国教育学史、中国教育学史的研究对象、中国教育学史的研究地位、中国教育学史的研究内容、中国教育学史的研究方法等进行了探讨。回顾中国教育学史研究的发展历程和研究进展,虽取得了一系列的研究成果,但主要借鉴了外国教育学史的研究范式,这影响了中国教育学史研究的自生性和原创性。中国教育学史研究者需在解决中国教育学史研究问题的过程中,明晰和把握中国教育学史研究的基本方向,深耕和拓宽中国教育学史研究的问题领域,明确和规范中国教育学史研究的书写逻辑。

The Review and Prospect of Research on the History of Chinese Pedagogy

The study of the history of Chinese pedagogy has gone through three stages: emergence, establishment, and deepening development.During this period, the researchers have focused on such issues as what the history of Chinese pedagogy is, the research objects of the history of Chinese pedagogy, the research status of the history of Chinese pedagogy, the research contents of the history of Chinese pedagogy, and the research methods of the history of Chinese pedagogy.Reviewing the development and research progress of Chinese history of pedagogy research, we believe that although a series of research results have been achieved, they have followed the general formula and paradigm of the history of foreign pedagogy research, which has affected the development of Chinese history of pedagogy research in a self-generated and original way.Researchers in the history of Chinese pedagogy need to chart out the direction of efforts in the history of Chinese pedagogy in the process of solving problems in the history of Chinese pedagogy research, clarify the problem domain of the history of Chinese pedagogy research, and specify the research and writing logic of the history Chinese pedagogy, forming the research paradigm of the history Chinese pedagogy.