新世纪以来教育史学元研究述评  

A Meta-research on Education Historiography since the 21st Century

作　　者：刘京京[1] 

机构地区：[1]华中师范大学教育学院

出　　处：《现代教育论丛》2013年第6期46-50,91,共6页Modern Education Review

基　　金：2012年"教育部新世纪优秀人才支持计划"阶段性研究成果(项目编号:NCET-12-0873);教育部人文社会科学研究2012年度规划基金项目"明代学校师生日常生活研究"的阶段性研究成果(项目编号:12YJA880096)

摘　　要：新世纪以来,无论是教育史学史研究,还是教育史学理论研究,都取得了较为丰硕的成果。教育史学史的成果主要聚焦于教育史学科面临的困境、未来发展趋势、学科发展史研究三个方面;教育史学理论方面的成果涉及教育史学科性质与学科体系、教育史学方法、教育史料学与编撰学、教育史学评论、教育史学研究者的素养等。然而,我国教育史学元研究仍面临着研究内容需要不断深入、研究领域需要拓展等问题与困境,这也是今后教育史学元研究努力的方向与着力点所在。Since the new century, the meta-research of education historiography has made great achievements in the historical study and the theoretical study of education historiography. Historical studies of education historiography mainly focus on three dimensions, including the plight of education subject, the trend of future development, and the development history of discipline. Theoretical studies consist of the discipline quality and system, research method, historiography, criticism of educational history, and researchers' quality etc. However, the meta-research of education historiography in China still faces tough problems and troubles, such as it need to strengthen research contents and expand research fields. Above issues are the directions of the meta-research of education historiography in the future.

关 键 词：新世纪 教育史学 元研究 

分 类 号：G40-09[文化科学—教育学原理]