传统与变革：英国教育史学历史演变研究

发布时间：2018-01-10 16:43

本文关键词：传统与变革：英国教育史学历史演变研究　出处：《南京师范大学》2012年博士论文　论文类型：学位论文

【摘要】：英国教育史学有着悠久的历史传统和鲜明的特征,是世界教育史学中一股重要的力量,对我国教育史研究具有一定的借鉴意义。本文以英国教育史学传统范型的创立为切入点,围绕传统教育史学、新教育史学和全球教育史学范型的转换过程,探究英国教育史学的历史演变规律,并预测英国教育史学的未来发展趋势。在本研究的写作过程中,将主要抓住两条主线：一条显性主线和一条隐性主线。显性主线是对英国教育史学的产生、发展与趋势的全程评析。笔者将关注传统教育史学、新教育史学和全球教育史学产生的时代和社会背景的分析,着眼于梳理传统教育史学、新教育史学和全球教育史学中不同学派之间的关系、差异和连续性；同时,还关注不同学派内部之间的断裂与连续；隐性主线是英国教育史学科领域学派演化的方法论分析。笔者尝试通过对各教育史学派方法论的思考,来展现英国教育史学的历史演变过程。在整个写作过程中,这两条主线相互并存和交互渗透。全文由导言、正文和结语三个部分构成,其中正文部分分为五章内容。在第一章和第二章中,笔者重点阐述英国传统教育史学范型的创立过程及其主要特点。英国传统教育史学的创立基本上是伴随着国家干预教育和师资培训的兴起而兴起的。传统教育史学范型呈现明显的辉格特色。教育史观主要是以今论古观、直线进步史观和精英史观。因此,教育史研究范围相对比较狭窄,呈现出一副国家干预教育的历史画卷;从研究方法上来说,主要是挖掘调查报告、国会纪要报告、官僚机构档案和教会档案等官方史料,以史实来告诉人们教育历史是什么；从写作上来说,主要是事件和人物的教育叙事史；从教育史与其它相邻学科的关系来说,传统教育史学强调教育史学科自身的自主性,很少运用社会科学的方法,对历史学、社会学等学科很排斥。在第三章,笔者通过分析英国传统教育史学的内部困境和外部推动因素,介绍英国教育史学的变革背景,同时阐述英国新教育史学的兴起过程。在第四章中,主要阐述20世纪70年代至90年代中期,英国新教育史学流派纷呈的状况,并分析英国新教育史学流派范型的特征。对于新教育史学来说,根据它们关注的理论和方法上的差异,新教育史学范型内部可以分为三种：以阶级为分析范畴的马克思主义教育史学、以性别为分析范畴的女性主义教育史学和以文化和语言为分析范畴的后现代主义教育史学。它们在各自的领域,运用不同的理论和方法重新构建教育史。在第五章中,主要叙述20世纪90年代末至2011年,在英国教育史学走向碎片化时,随着全球化的兴起,新旧教育史学开始调整和融合,形成新的教育史学范式,宏观的教育史探索出现。一方面,尽管所有新教育史学潮流都在挑战自19世纪末建立的支配教育史学家的民族国家的中心地位,但是,民族国家仍然在教育史写作中得以存留,只是以一种新的形式发展,传统教育史学复活。另一方面,新教育史学也发生了变化,在全球化的趋势下,面对后现代主义教育史学带来的碎化,英国教育史学者加强与国际教育史学者交流和合作,进行跨国和跨文化的比较教育史研究,从宏观上考察教育的发展历程,大写教育史再生。因此,在论文结语中,笔者将从分析和回顾英国教育史学范型的历史和现实状况入手,说明当代教育史学家如何处理教育史学的传统,探求教育史学的变革之路,最终寻找到传统与变革之间的连接点。
[Abstract]:The British educational historiography has a long history and distinctive characteristics, is an important force in the history of world education, has a certain reference to the research of the history of education in China. Based on the creation of British educational historiography traditional paradigm as the starting point, around the traditional historiography of education, historiography of education and transformation of new global education historiography paradigm in the process, the law of historical evolution of British educational historiography, and predict the future development trend of British educational historiography. In the writing process of this study, will seize the two main lines: one dominant and one recessive main line. The main line is the dominant of British educational historiography, on the whole development and trend. The author will pay more attention to traditional educational historiography, analysis era and social background of the new historiography of education and global education history, focusing on combing the traditional historiography of education, historiography of education and the new world The relationship between different schools of education history, difference and continuity; at the same time, also pay attention to different schools of fracture between the internal and the continuous line is implicit; analysis methodology of the English school education history of the evolution of the field. The author attempts by thinking of the history of school education methodology, to show the historical development of British education in the whole process. In the process of writing, the two main lines of the coexistence and mutual penetration.
This thesis consists of three parts: introduction, text and epilogue, the text is divided into five chapters. In the first chapter and the second chapter, the author focuses on the creation process of the traditional British educational historiography paradigm and its main features. The traditional British educational historiography founded basically is accompanied by the rise of state intervention in education and teacher training. The rise of the traditional educational historiography paradigm. Obviously the historical view of education is the main characteristics. On this view, linear progress history and elite history. Therefore, the scope of research on the history of education is relatively narrow, showing a state intervention in education history; from the research method, mainly mining survey report, summary of the Congress the report, the bureaucracy and the church archives archives official historical records, with historical facts to tell what is the history of people's education; from the writing, is the main event and character education Syria What is the relationship from history; history of education and other disciplines, the traditional historiography of education emphasizes the autonomy of education history itself, rarely use methods of social science of history, sociology and other disciplines are excluded. In the third chapter, the author promote factors through analysis of difficulties of traditional British history education inside and outside the the British educational historiography reform background, and elaborates the rise of British educational historiography. In the fourth chapter, mainly elaborated from 1970s to mid 90s, the new British educational historiography schools situation, and analysis of the characteristics of the new British educational historiography paradigm. The new historiography of education, according to the differences of their theories and methods focus on the new paradigm of educational historiography can be divided into three types: class for Marx's educational history analysis category, gender as a feminist analysis of category The history of educational history and the cultural and linguistic analysis category of postmodernism education. They are in their respective fields, to build educational history by different theories and methods. In the fifth chapter, mainly describes the end of the 1990s to 2011, the fragmented in British educational history, with the development of globalization, new education historiography the adjustment and integration, the formation of a new paradigm of educational historiography, history education macroscopic exploration. On the one hand, despite all the new trend in the history of education challenge since the end of nineteenth Century established the dominant education historian national center position, but the nation still remain in the history of education in writing, but in a new the form of development, revival of traditional educational historiography. On the other hand, the new historiography of education has also changed, under the trend of globalization, facing the postmodernism education history brought fragmentation The history of English education, scholars and international education scholars to strengthen exchanges and cooperation on international and intercultural comparative education history, the study of history education from the macro, regeneration capital history of education. Therefore, in the epilogue, the author from the analysis and review of British educational historiography paradigm of the history and reality of the situation how to handle the contemporary education, historians historiography of education tradition, explore the historiography of education reform, and ultimately find the connection point between tradition and change.

【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G556.1

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