International Journal of Education
International Journal of Education. 2024; 6: (4) ; 10.12208/j.ije.20240076 .
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江苏师范大学教育科学学院 江苏徐州
*通讯作者: 陈心怡,单位:江苏师范大学教育科学学院 江苏徐州;
中国教育学史研究经历了从引介到本土化、从单一到多元的发展历程。本文基于已有研究成果,系统回顾中国教育学史研究的发展脉络,分析其主要特征与存在的问题,并对未来发展进行展望。研究发现:中国教育学史研究经历了兴起、独立研究、深化发展三个主要阶段,呈现出研究队伍不断扩大、研究领域持续拓展、研究方法日益丰富等特征。但同时也存在自生性和原创性不足、方法论亟待转型、研究发展不平衡等问题。未来需要在明晰研究方向、深化研究内容、规范研究逻辑等方面持续努力,推动中国教育学史研究迈向更高水平。
The study of the history of Chinese pedagogy has experienced a development process from introduction to localization, from single to multiple. Based on the existing research results, this paper systematically reviews the development of the history of pedagogy in China, analyzes its main characteristics and existing problems, and looks forward to the future development. It is found that the study of the history of Chinese pedagogy has gone through three main stages: the rise, the independent study and the deepening development, showing the characteristics of the continuous expansion of the research team, the continuous expansion of the research field, and the increasingly rich research methods. But at the same time, there are some problems, such as lack of originality and originality, urgent transformation of methodology, and unbalanced research and development. In the future, it is necessary to make continuous efforts in clarifying the research direction, deepening the research content and standardizing the research logic, so as to promote the research of the history of Chinese pedagogy to a higher level.
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