元教育史学研究

发布时间：2019-03-22 11:25

【摘要】： 人类认识的历史表明，自我认识不仅是认识发展到较高阶段的产物，同时也是认识继续发展的强大动力。“任何一门科学，随着它的日益发展成熟，都必然要在两个方面取得成绩，一是对它的研究对象的研究的深入，二是对本学科自身的研究的深入，并且正是后者的发展水平，标志着该学科成熟的程度。”如果说过去我们之所以缺乏对教育史学科的自我反思，是由于学科发展水平的局限和学科研究在中国的历史短暂，那么，在经过近20多年的发展，学科研究水平已有明显提高，人文社会科学研究理论和方法日益丰富的情况下，大力加强教育史学科的自我反思和自身的理论建设，不仅可能，而且极为必要。纵观我国已有的相关研究成果，尽管已经取得了较为丰硕的成果，但整体观之，还存在着以下问题：元教育史学研究的视野不够开阔；相关研究成果缺乏理论性和系统性；没有形成相对系统而完整的元教育史学研究的理论体系。因而严重地影响了教育史学科的发展。事实上，对教育史学科是否进行反思，在什么程度和广度上进行反思，已经成为关系教育史学科成熟程度和未来发展命运的大问题。教育史学工作者必须强化元教育史学研究的意识，并努力构建一个系统的理论知识体系——元教育史学研究体系，才能更好地为教育史学科的发展提供理论指导。基于以上原因，本研究力图从元理论研究的视角出发，运用历史唯物主义和现代社会科学的观点、理论和方法，全面、系统地对教育史学科的基本理论问题进行探索，以期达到为教育史学理论与方法建设铺垫一块基石的目的。本研究共分三个主要部分：第一部分：导论。通过对元教育史学的基本内涵的界定、我国元教育史学研究的历史回顾及其存在的问题的探讨，提出了元教育史学研究论题，阐述了元教育史学研究的必要性及其研究设想。第二部分：重点对元教育史学相关的理论问题进行了探索和研究。以求构建一个相对系统的元教育史学研究的理论体系。具体内容包括：①教育史学本体论研究(第一章、第二章)：主要涵盖教育史学学科性质、对象、地位、学科体系及学科功能与价值的研究。本部分的研究重点在于阐明教育史学科既是教育学和历史学结合产生的一门交叉学科，又是教育学的一门基础学科，具有双重的学科性质和知识背景。同时，，研究教育史学科的体系构架；并在此基础上探讨了教育史学的功能与价值的内涵及其联系与区别；对教育史学的功能与价值进行了再认识；阐明了教育史学功能与价值的未来发展方向；②教育史学认识论研究(第三章)。其研究重点在于明确了教育史学认识过程中的主体与客体的内涵及其特点，阐述了教育史学认识的形成过程以及认识成果的特点，并明确了教育史学认识成果的检验及其标准；③教育史学方法论研究(第四章)。本研究的重点在于阐明了教育史研究总体方法论和具体的研究方法，指出各种具体研究方法的长处、适用范围及其局限性。并在此基础上初步构建起了教育史学方法论体系。④教育史的跨学科研究(第五章)。本研究重点在于阐明运用多学科的理论与方法，对教育史进行跨学科研究的必要性与可行性，以及实现教育史学跨学科研究的途径与方法，并在此基础上提出了教育史学跨学科研究与范式转换之间的关系问题。第三部分：结论：通过对元教育史学研究的理论体系的论述，笔者认为，元教育史学研究具有：研究对象的反思性；研究任务的多重性；研究方法的逻辑性和研究体系的开放性等方面的特征，并指出了元教育史学研究的未来发展方向。
[Abstract]:The history of human awareness shows that self-awareness is not only a product of development to a higher stage, but also a powerful force to recognize the continued development. Any science, as its development and maturity, must be achieved in two aspects, one is the study of its research object, the second is the in-depth of the study of the subject, and it is the latter's development level, which marks the degree of maturity of the subject. "If we lack the self-reflection on the subject of education history in the past, it is due to the limitation of the development level of the subject and the brief history of the subject research in China. It is not only possible, but also necessary, to strengthen the self-reflection of the history of education and its own theoretical construction under the condition of increasing the theory and method of the research of the humanities and social science. In view of the relevant research results in our country, although the more fruitful results have been achieved, the following problems exist in the overall view: the field of view of the research of the meta-education history is not wide enough; the relevant research results lack the theoretical and systematic; There is no systematic and complete theoretical system of the study of meta-education history. Therefore, the development of the history of education is seriously affected. In fact, the reflection on the subject of the history of education has become a big question of the degree of maturity of the history of education and the fate of the future. In order to provide the theoretical guidance for the development of the history of education, it is necessary to strengthen the consciousness of the research on the history of the meta-education and try to build a system of theoretical knowledge of a system. Based on the above reasons, this study tries to use historical materialism and the point of view, theory and method of modern social science from the point of view of the meta-theoretical study to comprehensively and systematically study the basis of the history of education. The purpose of this theory is to explore the theory and method of educational history. The purpose of laying a foundation stone. This study is divided into three main parts: the first part: introduction, through the definition of the basic connotation of the meta-education history, the historical review of the research of the Chinese Yuan education history and the existing problems, and puts forward the topic of the study of the meta-education history, and The necessity of the research on the history of meta-education and the tentative plan of the study are described. The second part: the focus on the theory problem related to the meta-education history Exploration and research. In order to construct a theoretical system of the study of the meta-education history of a relative system. The study of the nature, object, position, subject system and subject function and value of the subject of the study of the subject character, object, position, subject system and the value of the subject. The research of this part is to clarify that the subject of education history is not only a cross study of the combination of pedagogy and history In the same time, it is a basic subject of pedagogy, and it has the dual subject character and knowledge background. At the same time, the system framework of the history of education history is studied. On the basis of this, the connotation of the function and value of the education history and its relation and difference are discussed; and the function of the history of education is also discussed. Re-understand the value and clarify the history of education The research on the future development of the function and value of the education is the study of the epistemology of the history of science education (the third chapter). The focus of the study is to define the connotation and the characteristics of the subject and object in the course of the cognition of the educational history, and to explain the forming process of the cognition of the history of education. and to identify the characteristics of the results and to define the education The examination and standard of the achievements of the study of the history of history; the study of the methodology of the historical methodology of the education of science and technology (Chapter IV). The focus of this study is to clarify the overall methodology of the study of the history of education and the specific methods. The method of research, pointing out the advantages of various specific research methods, is applicable. The scope and its limitations. The development of the methodology system of educational history is a cross-disciplinary study of the history of educational history (Chapter 5). The focus of this study is to clarify the theory and method of applying the multi-subject, and to conduct an interdisciplinary research on the history of education. The necessity and feasibility of the study, as well as the way and method to realize the interdisciplinary research of the education history, and On the basis of this, the relationship between the interdisciplinary research of educational history and the transformation of the paradigm is put forward. The third part: the conclusion: through the discussion of the theoretical system of the study of the meta-education history, the author holds that the study of the meta-education history has the following: The reflection of an object; the multiplicity of research tasks; the study party.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G529

【引证文献】