微观史学视域下的民国时期教育交往史研究  

The Study of Educational Interaction History from the Perspective of Microhistoriography

作　　者：郑腾 Zheng Teng(College of Education,Central China Normal University,Wuhan,Hubei,430079,China)

机构地区：[1]华中师范大学教育学院,湖北武汉430079

出　　处：《教育科学探索》2024年第5期98-104,共7页THE SCIENTIFIC EXPLORATION OF EDUCATION

基　　金：国家社科基金教育学一般项目“民国时期大学校长教育交往研究”(编号:BOA200050)的研究成果。

摘　　要：微观史学作为当代史学新潮之一,具备研究视野微观化、研究对象具体化、史料来源多样化、表达方式叙事化等研究特点,为教育史研究提供全新视野。聚焦民国时期教育交往研究,在微观史学视域下进行民国时期教育交往研究的价值体现为:生动刻画交往场景,深入理解交往情境;合理运用多种史料,深切洞察交往情感;详细解读交往因果,深度分析交往情节。研究者在微观史学视域下进行民国时期教育交往史研究时,应注重视野下移,贴近日常生活并关注民国时期这一教育交往历史背景;采用跨学科的研究方法并拓宽史料来源,打破教育交往史研究壁垒;聚焦教育交往活动,通过叙事化的表达记述教育交往的来龙去脉以体现见微知著的效用。As one of the new trends in contemporary historiography,microhistoriography has the characteristics of microscopization of research horizons,concretization of research objects,diversification of historical sources and narrative expression,which provides a new perspective for the study of educational history.There're values of studying educational communication during the period of the Republic of China from the perspective of microhisto-riography as follows:first,it can help us vividly depict the communication scene to deeply understand the commu-nication situation;secondly,it can help us use various historical materials and deeply understand the communica-tion emotions;finally,it can help us analyze the communication cause and effect in detail.When researchers study the history of educational interaction of the Republic of China from the perspective of microhistoriography,we should look down and pay attention to daily life and the historical background;secondly,we should broaden the sources of historical materials and break the research barriers;finally,we should use narrative expression to de-scribe the context and focus on educational communication activities.

关 键 词：微观史学 民国时期 教育交往史 教育交往 

分 类 号：G40-09[文化科学—教育学原理]