地方教育史“路径依赖”研究模式的成因、裂缝与重构  

The Cause, Crack and Reconstruction of the Research Model of “Path Dependence” in the History of Local Education

作　　者：郭海洋[1] Guo Haiyang(Postdoctoral Research Station of Chinese History,Hebei Normal University,Shijiazhuang,China)

机构地区：[1]河北师范大学中国史博士后科研流动站,河北石家庄050024

出　　处：《社会科学论坛》2022年第3期153-159,共7页Tribune of Social Sciences

基　　金：2021年度河北省社会科学基金项目《西柏坡时期学校教育研究》阶段性成果,项目编号:HB21JYO55。

摘　　要：20世纪初,教育史正式成为中国学校教育的重要分支学科之后,中国教育史的研究者们就已经对中国教育史的研究框架进行了充分的思考。从那时起,中国教育史研究的“教育制度和教育思想”研究模式就已经奠定了其稳固地位。20世纪末,随着地方教育史研究的兴起,地方教育史“路径依赖”式的研究使得大量成果问世,但是这些研究成果“量”的激增并未完全转变为“质”的飞跃。因此,注重地方教育史研究的“地方特色”,注重教育史研究与现实的衔接,注重教育史的“开放式”研究,有助于推动教育史研究“质”的飞跃。At the beginning of the 20th century, the study of historical education has officially become an important branch of Chinese school education, the researchers of the history of Chinese education have been fully thinking about the research framework of the discipline. From that moment, the research model of “educational system & educational thought” in the history of Chinese education has established its solid position. At the end of the 20th century, with the development of the history of local education, a large number of path-dependent researches have been produced, but the “quantity” surge of these research achievements has not completely transformed into a “quality” leap. Therefore, it is helpful to pay attention to the regional characteristics of local education, to the connection between the study of the history of education and the reality, and to the “open” study of the history of education, which could promote the “quality”leap of the study of the history of education.

关 键 词：地方教育史 路径依赖 中央史观 

分 类 号：G529[文化科学—教育学]