中国教育口述史研究的回顾与展望  

Review and Prospects of Research on Chinese Educational Oral Narrative History

作　　者：张利洪[1] 邱楚寒 ZHANG Li-hong;QIU Chu-han(Education College,China West Normal University,Nanchong,Sichuan,637000)

机构地区：[1]西华师范大学教育学院,四川南充637000

出　　处：《广州广播电视大学学报》2023年第6期84-91,111,共9页Journal of Guangzhou Open University

摘　　要：教育口述史作为口述史的一个分支,遵循其内部发展特点和口述史在中国发展的关键节点逻辑,可将中国教育口述史研究进展分为三个阶段:起步阶段(1980—2003年)、兴盛阶段(2004—2018年)、独立阶段(2019年至今)。回顾过去四十多年,中国教育口述史研究的对象和领域逐渐拓宽;研究学者的背景越来越多元;理论研究的意识逐渐增强。展望未来,应辩证地认识中国教育口述史在中国教育学和口述史学界的价值定位;重视中国教育口述史制度建设;加深对中国教育口述史基本理论研究;注意中国教育口述史与情感史、教育学史的结合;强化与其他同行的学习与交流。As a subcategory of oral narrative history,educational oral narrative history has developed along with the oral narrative history in China,while manifesting its internal rules.Its evolution generally falls into three phases:the preliminary stage(1980—2003),the flourishing stage(2004—2018),and the independent stage(2019—present).Reviewing its past of more than forty years has revealed that its objects and scopes have been getting diverse,and scholars'background,too.In addition,awareness of theoretical studies has been enhanced.This paper proposes strategies to further its future development,that is,identifying appropriately its position in the Chinese educational studies and oral narrative studies;paying more attention to the system building and fundamental theoretical studies;integrating more closely with emotion history and educational study history;and promoting interaction and communication among peers.

关 键 词：口述史 教育口述史 中国教育口述史 人类个体记忆库 

分 类 号：G529[文化科学—教育学]