叙事范式与历史感知：教育史研究的一种方法维度  

Narrative Paradigm and Historical Perception:A Method Dimension of Research on Educational History

作　　者：丁钢[1] 

机构地区：[1]华东师范大学教育科学学院教授,上海200062

出　　处：《教育研究》2009年第5期37-41,共5页Educational Research

摘　　要：长期以来,我们的教育史学研究在于寻求教育历史发展的"规律",注重精英思想和制度形成,而忽视了历史进程中各种人物活动及其事件。从叙事范式与历史感知的视角来探讨教育历史研究的一种方法维度,其目的正在于试图把教育历史研究的拓展与承继自身叙事传统相结合。知识与技能虽然在教育历史研究中依然占有相当地位,但读者的状态或态度却成为研究者所应重点关注的。我们必须深入到社会的文化历史中去寻找作为教育历史思考和实践的源泉,我们需要考虑今天的教育历史研究的文化依据,以及教育知识的文化特征及其背后的思维方式特征,并由此建构、展开自身的教育历史研究。Ever since a long time ago, our research on educational history lies in searching the ＂laws＂ of educational historical development, and paying attention to the formation of elite ideology and system, but ignoring various characters＂ activities and their events in the historical process. The method dimension of exploring and discussing research on educational history from the view of narrative paradigm and historical perception aims to attempt to combine the expanding of historical research in education with carrying on its＂ own narrative tradition. Even though knowledge and skill have an important position in the research on educational history, the situation or attitude of the readers should be paid much attention to. We must go deep into the history of social culture to seek the source as educational historical reflection and practice. We need to consider today＇s cultural basis of research on educational history, as well as the cultural characteristics of educational knowledge and its way of thinking characteristic behind, so as to construct and develop its own research on educational history.

关 键 词：叙事范式 历史感知 教育历史研究 

分 类 号：G529[文化科学—教育学] G40-09[文化科学—教育技术学]