整体教育史观的“破”与“立”--从“合而不同”走向“和而不同”  

The “Breaking” and “Standing” of the Whole View of Education History: From “Cooperation in Difference” to “Harmony in Diversity”

作　　者：胡佳新 HU Jia-xin(College of Education,Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《宁波大学学报（教育科学版）》2020年第3期72-79,共8页Journal of Ningbo University(Educational Science Edition)

基　　金：中央高校基本科研业务费资助(优博培育项目)“博弈与调适:中国教育改革进程研究”(2019YBZZ045)。

摘　　要：在全球化背景下,当代教育史面临的困境与挑战需要用新的视角进行解读,构建整体教育史观。在深度考究的"史料解读"的基础上,突出世界范围的"联结比较"。以整个世界作为教育史研究范围,通过纵向归纳与横向对比进行范式转换、整合教育经验,其发展过程分为"本相之境""理性之境""实践之境"和"圆融之境"四个阶段。根据教育史研究的现实问题与困境,进行交互与创生,实现教育史的圆融与超越,从"合而不同"走向"和而不同"。This research examined the predicaments and challenges faced by contemporary educational history that need to be interpreted in new perspectives to build a holistic view of educational history in the context of globalization. It considered the whole world in a totalistic scope of education history through vertical induction and horizontal comparison of historical data interpretation to divide the evolution of paradigm transformation and educational experience into four stages: the territory of the present, the realm of reason, the frontier of practice and the boundary of harmony. As per the practical problems and difficulties in the study of education history, it utilized interaction and creation to realize the harmony and transcendence of education history from cooperation in difference to harmony in diversity.

关 键 词：教育史学 全球史 整体教育史观 范式转换 

分 类 号：G40-09[文化科学—教育学原理]