【作者】 聂劲松；

【导师】 石鸥；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2009， 博士

【摘要】 中国教育研究制度正式发轫于清朝末期,且已成为近百年来中国教育领域的重要现象。一些重大理论问题和现实困惑的出现都与教育研究制度密切相关。因而,对中国百年教育研究制度加以审视,具有重大理论价值和实践意义。一个国家或地区教育研究制度的发生,起因于政府和社会对教育研究需求的大幅增长。清朝末期,救亡图存与对人才的渴求,激发了政府和社会的教育研究需求,出现了专门教育研究领域。1905年,以学部及其附设机构的设立为标志,中国教育研究制度发端。其制度轮廓包括教育研究机构系统和教育研究管理制度两个部分,价值取向是把教育研究制度作为教育管理制度的一个组成部分。1912-1948年,中国教育研究制度经过定型期(1912-1936年)和调整时期(1937-1948年)。如果进一步划分,我们还可把整个这段时期细分为三个时间段:制度解构(1912-1916);制度成型(1917-1936);制度调整(1937-1948)。整个20世纪上半叶,中国教育研究模式和制度变迁呈现出三个特征;学术主导研究;关注学术评价规范与学术权威维护;以保障学术研究自由作为制度伦理取向。1949-1976年,以保障教育研究供给为动力,中国教育研究制度进入转型期。尽管其中一段时间发生过教育研究制度主客体时合时离,教育研究领域局面出现过紊乱,但学校教研组织机构建设的制度化、政府教育研究机构创建及其制度化,两项一期工程的完成,为改革开放以后教育研究制度的发展奠定了基础。这一时期教育研究领域出现的重大问题是行政主导研究的强化与升级。1977年至今,是中国教育研究制度走向规范化的逐步完善时期。以教育科学规划制度的推行为动力系统,基本完成了全国和省市教育科学规划小组及其办公室系统的建设,启动了大教育科研机构系统的构建,引入了市场机制,逐步使课题实施机制科学化,教育科研管理制度得以创新与完善。当然,无论教育科学规划课题的操作规程如何精细,都只是一个技术问题,一个特定研究领域的制度创新与完善,总会受到整个学术研究制度环境的影响。教育研究制度具有科学属性、教育属性、管理属性和文化属性等多重属性,正因如此有时也就会遭遇制度困境,包括制度涵盖的模糊性、规制尺度的弹性和制度供给结构的失衡等。作为一个特定社会结构,教育研究应该以科学精神和人文精神作为教育研究的伦理规范。实际上,中国当代教育研究功能定位的伦理价值缺失,既有科学精神和人文精神的缺失,又有主体性方面的缺失。一些“教育病”或者“教学疾病”的发生,就与此密切相关。比如教师职业伦理价值体系异化导致的“教育缺失”。从实际情况看,当代教育研究管理制度伦理正面临三个方面的挑战,包括教育研究财政支持政策的制度化、政府教育研究机构的定位,以及中小学教师岗位教研的制度化问题。但我相信,中国当代教育研究制度的改革与创新具有可能性,尽管制度变迁存在路径依赖,但人们仍然可以有理性地进行制度变革方式与路径的选择。驻足抚思,我还认为,当代中国教育研究制度应该是有利于培植科学伦理精神的教育研究制度体系。应该伦理取向坚定,伦理关系清晰,伦理价值尺度弹性得当。同时,也应该是符合教育与科学发展逻辑的制度体系,符合社会发展进步需要的制度体系。本论文基于教育研究制度分析的边缘化问题、教育研究经费短缺引发问题和教育科研成果转化机制不健全等现实问题,以及教育研究领域的理论问题与教育研究发展问题,侧重运用制度分析的方法论进入研究主题。研究的时间跨度,是从1905年前后到2005年的一百年时间;空间跨度是中国本土。全文共五章。第一章导论,主要交待论文的选题依据、研究框架和对已有研究的述评。第二章中国教育研究制度的发轫与成型,起先分析中国教育研究制度于清朝末期发端的原因,制度萌芽及其基本结构特征,然后研究中国早期教育研究制度的成型过程和此期的主要研究活动,最后分析早期教育研究模式及制度特征。第三章中国教育研究制度的转型与规范,分两节论述。第四章中国教育研究制度的成熟与创新。第五章中国教育研究制度的应然求索。论文的创新点有二:一是理论创新。系统论证了中国教育研究制度的发生发展规律、教育研究制度框架特征和教育研究制度属性问题,提出了教师职业伦理价值体系异化等概念。二是领域创新。系统研究了中国教育研究制度的演变历程,分析了中国教育研究制度伦理,拓展了课程教学论研究和教育制度研究的视域。更多还原

【Abstract】 Officially,China’s educational research system was started in the later part of the Qing Dynasty and has become a prominent part in China’s education in recent century.Many theoretical problems and practical confusions are derived for vacancy on this field,therefore,examination on the system has great theoretical value and practical significance.A nation’s educational research system or a district’s educational research system is attributable to the highly-increased demand for education research from government and society.Later Qing Dynasty,with the thought of saving the nation from doom and ensuring its survival and thirst for talents,the demand for education research was stimulated,thus,the field of education research was formally explored.1905,the establishment of education ministry and its subsidiary bodies marked the rudiment of China’s educational research system,of which its framework included two parts:educational research institute system and educational research administration system,whose value orientation set educational research system as one part of educational administration system.1912-1948 was a period China’s educational research system underwent two phases:fall into a pattern（1912-1936）and paralysed or half standstill（1937-1948）.Further divided,this period contained three phases:unstable rudiment（1912-1916）;spreading and built framework（1917-1936）;paralysation or half standstill （1937-1948）.The whole first half of 20^thcentury China’s educational research model and system took on three features:the alternative appearance of academic domination and administrative domination;system’s attendance for regulations of academic comments and preservation for authority of academy;comparatively explicit ethic orientation of ensureing academic research freedom.From 1949 to 1976,China’s system of education and research was brought into the reconstruction phase with ensuring the supply of education and research as its driving force.Despite of the inconsistency between the subjects and objects of the system of education and research from time to time,the once disordered situation of the field of the educational research,the institutionalized construction of teaching and research organizations of and research organizations of the educational institutions and the completion of the two one-phase projects had laid a foundation for the development of the system of education and research after the reform and opening-up policy.Major issues in the field of education and research in this period is the intensification and upgrade of executive-led study.From 1977 till now,Chinese system of education and research was gradually brought to standardization and perfection.With the implement of the education and science planning system as its driving force,the establishment of national,provincial and municipal educational,scientific planning group had basically been completed,the construction of the system of major educational and scientific research institutions launched,the market mechanisms introduced,the topics scientifically systematized and the education and scientific research management system of education innovated and improved.Of course,no matter how fine the operating instruction of education and science planning issues,it is only a technical problem.The innovation and improvement of a specific area of research is always affected by the environment of the whole system of academic research.System of education and research has plural properties as scientific,educational,administrative,and cultural and so forth, all of which if are not taken into consideration,the system will step into dilemma,including the implicitness of the system’s breadth,the elasticity of the regulation’s yardstick and imbalance of the system’s supplying structure.As a specific social structure, educational research should be based on scientific spirit and humanism as its ethic norms.Actually,the functional location of China’s contemporary system of education and research is deficient in ethic value.This deficiency falls into two aspects:deficiency in scientific spirit and humanism,and absence of subjectivity,closely,out of which“educational flaws”and“teaching flaws”more often than not take place.For example,the alienation of teacher’s professional ethic value system leads“education deficiency”.From actual condition, ethic codes of contemporary system of education and administration are confronted with three big challenges,including problems concerning systematization of education and research finance, location of government-run institutes of education and research, as well as systematization of research on high and primary school teacher.However,I believe there is a probability in the reform and innovation of China’s contemporary system of education and research.Though reform and innovation may trace back to old models, it can be conformed that there are still alternative methods and paths for rational change and reform.Thinking further,I hold that contemporary China’s system of education and research should benefit the nurturing of a new system with scientific and ethic spirit.It also should stick to its ethic orientation,discern its ethic relation,and appropriate ethic measure.Meanwhile,it should still make accordance to the framework of the development of education and science,and meet the need of social progress.Based on issues involving marginalization of analysis on educational research system,problems aroused by shortage of educational research fund,the yet-to-be sound transformation system of educational research achievement,as well as the theoretical problems and development strategies of this area,this dissertation employs the methodology of systematical analysis to come to the point.Its duration is about one century from 1905 to 2005,and its conducting space covers the whole China.There are five chapters in this dissertation.Chapter One, introduction,gives a panoramic view of topic foundation,research frame,and comments on existing research.To begin with analysis on reasons that it was given birth in the end of Qing Dynasty and its basic features on rudimentary phase,Chapter Two,the originating and shaping of China’s system of education and research, studies its early form’s developing process and main activities, ending in dissecting models of China’s educational research and features of its system.On reestablishment and improvement of China’s system of education and research,Chapter three consists of two sections.The first section,presenting guarantee of supply and demand--reestablishment of China’s educational research system, emphases the drastic change of its environment and important projects of this phase,as well as explains research on administrative guidance and strengthening process of conference system.Concerning the improvement of China’s system of education and research,the second section steps near standardization, dissecting the motivating system,infrastructure building, innovating system and other issues of this period.Titled by properties and dilemma of China’s educational research system,Chapter Four evaluates properties,which are plural,that lead in dilemma.Chapter Five,ethical analysis on China’s system of education and research,deals with ethical requirements and regulations of the system,ethical judgement of its functional location,and ethical system of China’s contemporary administrative system of science and research of education.Chapter Six--reform and innovation of China’s system of education and research in contemporary times--starts with the probability of these undertakes,hence work out the way and method of reform and innovation.This dissertation is distinct by innovation in two aspects:the first is theoretical innovation,with which the origin and development of China’s system of education and research,features of its framework,and its properties are systematically observed; the second is the broadening research area of this field,which conducts a logical research on evolution of China’s system of education and research and analyses it ethics,thus fill the vacancy on this field and extend the studying insight on curriculum teaching theory and educational research system.更多还原