叙事视阈下的教育史学反思  

Reflection on Educational Historiography from the Perspective of Historical Narrative

作　　者：冯强 Feng Qiang(School of humanities,Zhejiang University,Hangzhou 310028,China)

机构地区：[1]浙江省城市治理研究中心,浙江杭州310000 [2]浙江大学人文学院,浙江杭州310000

出　　处：《教育史研究辑刊》2018年第2期42-51,239,共11页

基　　金：教育部人文社科规划基金项目“当代西方教育史学流派研究”(项目编号:13YJA880112)阶段性研究成果。

摘　　要：叙事与人类经验紧密相关,历史的传统向来就有叙事精髓.。历史学的科学化一度造成叙事隐晦,而在20世纪70年代叙事重回史学关注的中心。奠基于语言学转向的史学叙事开辟出了史学理论的新境界,经典叙事和传统叙事实现了某种范式转换,并向后现代性开放。教育史学同样内含叙事问题,应积极从文史哲的丰富叙事思想中汲取有益养分,以促进自我反思与学科发展。Narrative is closely related to human experience,and historiography has a traditional marriage with narrative. Because of the scientific pursuit,the narrative had been obscured in historiography at one time,until it returned to the stage in the 1970s. After the linguistic turn,the historical narrative opened up a new realm of historical theory. Paradigm shifts from traditional narrative to classic narrative happened,and toward to a kind of postmodernity. For selfreflection and discipline development,educational historiography should pay attention to the narrative issue,by absorbing rich nutrients of narrative thoughts from literature,history and philosophy.

关 键 词：叙事 教育史学 反思 

分 类 号：G40-09[文化科学—教育学原理]