论教育管理历史研究方式  

On the Historical Research Approach to Educational Administration

作　　者：陈学军[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《教育理论与实践》2011年第7期14-17,共4页Theory and Practice of Education

基　　金：江苏省社科基金一般项目<民国时期江苏教育管理名家研究>(项目编号:09JYB008)的成果之一

摘　　要：教育管理学领域中的历史研究极为缺乏,这既与教育管理学学科性质和研究使命的定位有关,也与上位学科的影响以及学术研究环境的制约有关。作为思辨、实证与实地研究的有益补充,历史研究所蕴含的纵向思维有助于我们更为全面深入地认识与理解教育管理现象。而客观论与主观论、普遍论与特殊论等争议,则提醒我们关注"历史研究是否可能"或"何种历史研究更为可能"的问题。一如其他研究方式,历史研究也有其取向的多样性和自身的局限性。Historical research is very weak in the field of educational administration. One reason for this is researchers＇ understanding of the nature of the discipline and its research missions. Other reasons include the effect of its upper disciplines and restrictions of the academic environment. As a valuable complement to the theoretical research, the empirical research and the field research, the longitudinal thinking contained in the historical reseach is indeed helpful for us to understand the educational administration more comprehensively and more deeply. However, the debates between objeetivism and subjectivism, universalism and particulafism remind us of whether ＂the historical reseach is possible＂ or ＂which kind of historical reseach is more possible＂. Like Other research approaches, historical reseach has its diverse research orientations as well as its own limitations. ~

关 键 词：教育管理 历史研究方式 纵向思维 

分 类 号：G40-058[文化科学—教育学原理]