中国教师与学生史研究：当代教育史研究新进展

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中国教师与学生史研究：当代教育史研究新进展

Research on the History of Chinese Teachers and Students: New Progress in Contemporary Research on the History of Education

作者：

赵国权杨捷

分类：

教育学教育史

关键词：

教育史研究中国现代

出版日期：2021-11-01

ISBN：978-7-5203-9244-0

页数：368

点击量：15

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内容简介

自二十世纪七八十年代以来，受法国年鉴学派的影响，中外历史研究开始视野下移，并向生活史转向，中国教育史研究也紧跟历史研究转向的步伐，开始关注普通人群的教育生活及教育史学科的重新建构，本研究所涉及的中国教师史、应试与学校史以及学科史，便是近年来中国教育史研究的主要热门话题，且无论是研究主体、研究视角、学科支持还是研究结论等多有创新。第一，研究主体的针对性。以往对中国教育史的研究，多是倾向于对中国教育思想与教育制度的研究，作为教育活动主体的人的地位不突出，只见物而不见人，而教师与学生正是教育及教学活动得以实现的两大主体。因此，本研究让教育活动中的两大主体即教师及学生，从幕后走到前台，让他们成为教育舞台的主角，借以改变以往教育史研究中的“见物不见人”现象，让教育史真正成为“人”的教育史，而不是“物”的教育史。

Since the seventies and eighties of the twentieth century, under the influence of the French Annals School, Chinese and foreign historical research began to shift downward and turn to life history, Chinese education history research also followed the pace of historical research turning, began to pay attention to the general population's educational life and the reconstruction of education history disciplines, this research involves Chinese teacher history, examination and school history and subject history, is the main hot topic in Chinese education history research in recent years, and whether it is research subject, research perspective, discipline support or research conclusions, there are many innovations. First, the pertinence of the research subject. In the past, most of the research on the history of Chinese education tended to study Chinese educational thought and education system, and the status of people as the main body of educational activities was not prominent, and they only saw things but not people, and teachers and students were the two main subjects of education and teaching activities. Therefore, this study allows the two main subjects in educational activities, namely teachers and students, to move from the background to the foreground, making them the protagonists of the educational stage, so as to change the phenomenon of "seeing things without seeing people" in previous studies of education history, and making the history of education truly become the educational history of "people" rather than the history of "things".