大变局中的民族复兴与教育改革——现代中国教育学的兴起及其范式演变  

National Rejuvenation and Educational Reform in the Great Change:The Formation of Chinese Modern Pedagogy and Its Paradigm Transformation

作　　者：周勇[1] Zhou Yong(Institute of Curriculum and Instruction of East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学课程与教学研究所,上海200062

出　　处：《华东师范大学学报(教育科学版)》2025年第4期1-8,共8页Journal of East China Normal University:Educational Sciences

摘　　要：1840年中国遭遇大变局,之后为寻求民族复兴发起的教育改革促成现代中国教育学兴起,其最初范式是平夷教育学和洋务人才教育学。1895年以来,因民族复兴重心把握和对民族复兴急需发展何种新教育的解答各不相同,现代中国教育学发生显著范式演变,先后形成政治改革教育学、新经学教育学、国民美育学、现代文理科教育学、新思想启蒙教育学等新范式。作为课程及学科的教育学自1901年诞生以来,也有过从师范教育学、中小学教育学到传播杜威教育学,再到整理教育国故的范式演变。1940年,共产党人开辟抗日民族革命的民族复兴正途,现代中国教育学最初百年的范式演变终于有了历史解答,定位于新民主主义教育学。从大变局中的民族复兴与教育改革入手,梳理现代中国教育学的兴起及其范式演变,可以丰富中国教育学史研究,并为今日建构中国教育学提供参照。In 1840,China witnessed the formation of modern pedagogy stimulated by seeking for national rejuvenation in the great change.Its original paradigm was the pedagogy of putting down British invasion and selfstrengthening.Due to the varied focuses of national rejuvenation and its educational demand answers,there was significant paradigm transformation of the Chinese modern pedagogy embodied in the educational reform movements since 1895,indicated by the successive emergence of the pedagogy of political reform,of new Confucian classic learning,of civic aesthetic education,of modern liberal arts and science,and of new thoughts.Paradigm transformation also occurred in the discipline of pedagogy formed since 1901,revealed in turn by constructing the normal and public school pedagogy,disseminating Dewey or American pedagogy,and rearranging ancient Chinese educational heritages.Studying the formation of Chinese modern pedagogy and its paradigm transformation can not only enrich the historical research of Chinese pedagogy,but also provide today's educational theorists dedicating to constructing Chinese pedagogy with sound samples.

关 键 词：民族复兴 教育改革 现代中国教育学 范式 

分 类 号：G63[文化科学—教育学]