【作者】 易琴；

【导师】 丁钢；

【作者基本信息】 华东师范大学 ， 教育史， 2010， 博士

【摘要】 从学科产生和发展的历史来看,尽管在学科最初出现之时,是作为学术知识的分类或学问的分支,其本身并不具有教学的含义,但却与教育、教学之间有着天然的关系,实质上所有学科都是以教育为缘起,抑或是教育形式改变之后所带来的结果。1尤其自中世纪大学形成以来,学科便是大学的细胞,大学则是促进学科发展的主要阵地。大学内结合本学科专业继承人才的培养,在课程教学和学术研究的互动下推动着学科的发展、分化与融合。这也是为什么在现代学术日益专门化的情势下,特定类别的知识在大学往往作为一门专门的教学科目来对待,在界定“学科”一词的含义时,既强调知识分类、分门,又无法回避在大学中以教学科目为载体的事实。而以中国近代教育体制建立和师范教育兴起为机缘创立起来的中国教育史学科,其发展历程更是如此。20世纪初,随着新式学堂、尤其是师范学堂的创立和中国近代新学制的颁布实施,中国教育史作为培养教师的主要教学科目,被列为大学堂和师范学堂的正式科目。中国教育史学科从一开始就以作为大学堂、尤其是师范学堂中师范生的专业基础课和其他系的“通习科”或选修课,通过课堂知识传授的方式,把中国教育史这一知识类别带入国人的视野。并在此过程中,从最初引介日本教育史方面的著述到国人编译、自著中国教育史教材和著作,从仅仅作为教学课堂的讲授内容到结合近代中国新教育历程开展本国教育历史研究,中国教育史逐渐形成自己特有的知识内容、知识范围和知识体系,成为一门近代意义上的“学科”。新中国建立后,在向苏联学习建设以“学院—专业”为导向的高等教育体制和培养党的专门人才影响下,早期中国教育史专业研究班的设立,通过学术专业人才培养的方式讲授知识、传承学术,不仅开始形成以大学为中心的中国教育史研究阵地,促进学科的规范化发展和具备完备的学科形态,而且初步形成以唯物史观为指导的中国教育史学科知识体系。遗憾的是,“文革”中,中国教育史学科和其他学科一样,因为政治运动的席卷,几乎陷入停顿之中。改革开放后,源自研究领域基本理论的澄清、学科体系的反思和高校中国教育史课程教学的重新开设,中国教育史学科得以恢复与发展。一方面,在大学正规学位制度推进下,中国教育史学科硕、博士研究生开始招生,在培养本学科的专业学术继承人的过程中,采用教学和科研相结合的方式开展专业知识传授和学术探究,既培养中国教育史学科专业学术人才的队伍,又成为该时期学科发展新的增长方式。另一方面,在大学教学和科研互动下,20世纪80年代以来中国教育史研究领域取得了众多的成果,并在研究观念的转变、研究方法的运用以及研究领域、研究内容的拓展方面都形成自身的特点,从而推动着该学科的规范与拓展。而进入新世纪初年以来,面对新的时代和社会的挑战,尤其是大学内中国教育史课程地位削弱、学科生存空间不断被压缩的现实,研究者从呼吁课程建设的改革、转变学科研究范式的探寻、倡导研究重心的下移等多角度展开对学科本身的反思和前瞻,既拉开中国教育史前沿研究的序幕,也使得该学科的发展呈现出一种全新的势态。本研究正是鉴于学科与大学之间的互相依存关系和中国教育史学科发展本身呈现出来的特点,以大学、尤其是师范大学内中国教育史知识传授与学术探究为观察视角,运用历史文献研究和口述史学相结合的研究方法,通过对中国教育史学科专业学术人才培养过程的考察和学术传承的分析,探讨中国教育史学科是如何在教学和研究的互动下形成、衍变和拓展,从而展现出中国教育史学科在不同历史时期的发展图景。更多还原

【Abstract】 In terms of the history of production and development of the disciplines, they initially were the categories of academic knowledge or the branches of knowledge, and they didn’t have the meaning of the teaching by themselves, but there are natural relationship between discipline and instruction, all of disciplines actually recognized the education as their origin of producion, or they were results that were brought by the forms of education.Since the formation of medieval universities, the disciplines were the cells of university, meanwhhile, the university was the main base promoting academical development. Especially on account of the cultivating manner of inherited talents combining their disciplines, and the interaction between teaching and research, the disciplines acquired developing differentiating and integrating. This was the reason why, under the conditons of the modern academics increasingly oriented specialization, the knowledge of specific categories was often considered as a professional teaching discipline in universities. When defining the implication of discipline, people not only highlighted the classifictions or caterogies of knowledge and but also can not avoid the fact that various disciplines of a university put the teaching subject as their carrier. So the developing process of the discipline of Chinese educational history which was founded by the system of Chinese modern education and the rising of teacher education had the same experience.At the early 20th century, with the creation of new schools and the promulgation and implementation of China’s new modern school system - "Guimao Academic System", Chinese educational history was a main teaching subject educating teachers and was regarded as formal subject in Large Schools and the Normal Schools. From the beginning China’s educational history was known as basic professional courses in the university, particularly in the educational department of Teachers College, and as an elective course or a general course in other departments. Through the way of imparting knowledge in the classroom, Chinese history of education was brought into people’s vision as a category of knowledge. From initially introducing and translating the Japanese history of education and teaching materials to self-edited and and self-compiled the handouts and works of Chinese educational history, from only putting Chinese educational history as a teaching content in the classroom to treating it as a research on the development of national history of education connecting with new Chinese education, during this developing process, history of education in China had gradually formed its own unique contents of knowledge, scopes of knowledge and systems of knowledge. So it became a "discipline"with a modern sense.After the founding of new China, duing to the affluence of learning the Soviet Union to build higher education institutions with "College-professional" oriented,China had founded a professional study class about educational history of early China.By way of training methods of academic professional talents to teach the knowledge and pass the academics,the universities, therefore, were recognized as the centre of study bases about Chinese history of education,as well as the normalizating development of subject and its completing form are promoted. The knowlegde system of subject about Chinese educational history was initially founded under the guidance of historical materialism. Unfortunately, according to political movements, during the "Cultural Revolution" movement, the discipline of Chinese educational history like the other subjects came to a standstill.After reform and opening up, owing to the clarification of the basic theories about researching ranges, the reflection of subject system, and the creation of a course of educational history about Chinese universities, the history of education in China was recovered and developed. On the one hand, under the promotion of formal degree system of university, the subject of Chinese educational history started to enroll the postgraduates of master and doctor. During the process of educating academic heirs for the profession, through adopting the means of combination with teaching and research, the universities carried out imparting professional knowledge and exploring the academic, which not only training professional academic talented workform about history of education in China, but also became the very important platform of the new developing era. On the other hand, under the interaction between teaching and research in the university, since the 1980s, the discipline of Chinese history of education had gained numerous achievements in the study field. It had formed its characteristics in these aspects, such as the transform of research conceptual, the application of research methodology, the extension of research fields, and the expansion of research content, all of which accelerated the specification and development of the discipline. But since the early years of the new century, facing challenges of the new times and society, especially, the status of courses of China’s educational history was weakened in the universities, the living space of subject continually was compressed. Bases on these facts, the researchers called for reforming curriculum development, inqiring for changing research paradigm, placing the gravity of research down, and having an interdisciplinary perspective. Through the many perspectives, researchers should reflect on the subject itself, and forward it, which can make the development of the subject show a kind of new trend.This study is based on the relationships of mutual dependencies between the discipline and the University,and is built on the characteristics presenting during the development of the Chinese Educational History itself, and takes the imparting knowledge and exploring academic as study perspectives, and applies research methods combinating historical documents with oral history,and inspects the cultivating process about academical talents of Chinese educational history and analysizes the passing of academics,and explores the discipline of Chinese educational history how to form, to evoluve, and to develope under the interaction of teaching and research. Consequently, the aim of this study presents the developing picture of the Chinese history of education in different historical periods.更多还原