2012—2021年中国教育史学发展样态与纾解策略——基于110篇博士学位论文的分析  

Last Decade’s Development Pattern and Relief Strategies of Chinese Educational History:a Study of 110 Doctoral Dissertations in 2012—2021

作　　者：孙芳 SUN Fang(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部,上海200062

出　　处：《宁波大学学报（教育科学版）》2023年第6期102-110,共9页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金教育学一般课题“中国传统家风家教的现代转化与传承研究”(BOA180044)。

摘　　要：中国教育史博士学位论文因其系统性和学术传承性成为管窥中国教育史学发展的路径之一。通过对近10年(2012—2021)110篇中国教育史博士学位论文分析发现,三个方面需要予以关注:一是研究选题丰富,但研究对象失衡;二是研究方法有创新,但在认识和使用上仍存问题;三是被引数量和速率不高,学术影响力有待提升。中国教育史学科要获得进一步的发展需要在以下方面做出努力:一是坚守学术初心,重视元研究;二是科学设置研究方法类课程,推进研究范式多元化;三是回应现实教育“真问题”,发挥其“预见功能”。The doctoral dissertation on Chinese educational history has become a convincing glimpse of the development of Chinese educational history thanks to its systematic and academic inheritance.This paper reviewed 110 doctoral dissertations from 2012 to 2021 to investigate the development pattern and relief strategy of Chinese educational history.It found such three issues of special attention as the unbalanced research objects and missing meta-study in the rich topics,vague cognition and insufficient application of the innovative research methods,and low citations and academic influence.It thus recommended that,for the advance of the discipline of Chinese educational history,efforts need to be made to adhere to the original academic intention and attach importance to meta-study,to scientifically set up research method courses and diversify research paradigms,and to respond to the“real problems”of realistic education to manifest its predictive function.

关 键 词：中国教育史学 研究对象 研究范式 

分 类 号：G40-09[文化科学—教育学原理]