罗伯特·奎克的教育史学思想及其当代价值--以其传记式编史方式为中心  

Robert Quick s Thought on Historiography of Education and Its Contemporary Values--Centering on his biographical way of compiling history

作　　者：袁传明 YUAN Chuanming(Yangzhou University,Yangzhou 225002,Jiangsu,China)

机构地区：[1]扬州大学,江苏扬州225002

出　　处：《扬州大学学报（高教研究版）》2023年第5期90-98,共9页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：江苏省教育科学“十三五”规划青年专项课题“罗伯特·奎克的教育史学思想研究”(C b/2020/01/24);扬州大学人文社会科学基金项目资助(xjj202112)。

摘　　要：罗伯特·奎克的教育史学思想萌芽于早年在德国的游学旅行过程中,正式形成于1868年其教育代表作《教育改革家评论》的出版,后在英国的教师教育改革实践中不断发展。奎克教育史学思想主要包括教育史研究的目的论、价值论和方法论三个方面的内容。奎克在英国开创的传记式编史方式具有“线、点、面、体”相结合的特点,对后世影响深远,对我国教育史课程与教学改革也具有重要的借鉴意义。Robert Quick s thought on historiography of education sprouted during his early study tours in Germany,actually formed in 1868 with the publication of his educational mas terpiece of Essays on Educational Reformers,and continually developed in the practice of teacher education reform in the UK.Quick s thought on historiography of education can be summarized as teleology,axiology and methodology of educational history research.The methodology in particular,the biographical way of compiling history which Quick initiated in the UK,has had a profound impact on future generations.This biographical way of compiling history has the characteristic of combining “line,point,plane,and cube”,which has important referential significance for the curriculum and teaching reform of our educational history.

关 键 词：罗伯特·奎克 《教育改革家评论》 教育史学思想 传记式编史方式 

分 类 号：G40-09[文化科学—教育学原理]