数字时代教育史学面临的挑战与机遇  

Challenge and Opportunity of Historiography of Education in the Digital Age

作　　者：孙莉 Sun Li(School of Education of Central China Normal University)

机构地区：[1]华中师范大学教育学院

出　　处：《教育史研究》2024年第3期45-53,共9页Educational History Studies

摘　　要：数字时代,传统史学的研究方法逐渐无法负担成倍增长的史料集合,不透明、不开放的史料保存方式,大量史料人为分析的困难性和教育史研究的封闭性跟数字时代的特征格格不入,也制约了教育史学的发展。伴随着互联网的普及、网络技术的革新以及数字技术在史学研究中的广泛应用,数字史学应运而生。以大数据为呈现方式的数字技术可以改变教育史料的呈现方式,创新教育史研究范式,转变研究者的个体性思维,有助于教育史学在信息爆炸的时代获得长足发展。教育史学应积极吸纳新兴数字技术,建立数字教育史数据库,实现史料的开放共享;挖掘数字化的分析方法,实现巨量教育史料的科学分析;构建数字化合作研究模式,实现我国教育史的跨学科、跨地区以及国际化发展。In the digital age,traditional research methods of historiography are gradually unable to bear the increasing collection of historical materials,and the non-transparent and non-open way of preserving historical materials,the difficulty of analyzing a large number of historical materials,and the closed nature of educational history research are incompatible with the characteristics of the digital age,which also restricts the development of historiography of education.With the popularization of the Internet,the innovation of network technology and the wide application of digital technology in historical research,digital historiography comes into being.Digital technology presented by big data can change the presentation mode of educational historical materials,innovate the research paradigm of educational history,change the individual thinking of researchers,and contribute to the rapid development of historiography of education in the era of information explosion.Therefore,historiography of education should actively absorb new digital technology,establish a digital educational history database to realize the open sharing of historical materials,explore digital analysis method to realize the scientific analysis of huge amount of educational historical materials,and build digital cooperative research model to realize the interdisciplinary,trans-regional and international development of educational history in China.

关 键 词：数字时代 数字教育史 教育史学 跨学科研究 

分 类 号：G40-09[文化科学—教育学原理]