摘要
近30年学界对教育史学科发展状态的探讨,注重从教学科目的角度讨论因内外环境变化而产生的以课程和教学问题为核心的"学科危机",相对忽视了从学问分支的角度对以教育史学科的对象、性质以及方法论等问题为基础的"学术危机"的探索。这导致了学科建设的误区。要摆脱这一"学术危机",需要重新认识教育史研究的学术性学科定位,重新确立学科的多元化目的,探索多元的学科方法论和研究方法,探讨学科知识体系建立的基本学术问题,以重建教育史学科。
According to the analysis on eontinuing debates for the crisis in subject of history of education in nearly three decades, we argue that the main reason of the crisis is the incorrect interpretation on the nature of discipline as a teaching subject, and subsequently the mistaken plan on the development of discipline. In our opinion, rethinking the orientation of discipline in academic system, re-establishing the purpose of discipline, and exploring new methodology and research methods are a prerequisite to the reconstruction of the history of education.
出处
《教育研究》
CSSCI
北大核心
2012年第12期12-17,共6页
Educational Research
基金
北京师范大学中央高校基本科研业务费专项资金资助重大项目“美国高等教育史”的阶段性成果
关键词
教育史
学科危机
学术危机
学科重建
history of education, subject crisis, academic crisis, reconstruction of subject
