改革开放40年的中国教育史研究——基于期刊论文和博士学位论文的考察
|
摘要
以改革开放40年来各期刊发表的中国教育史论文和获得通过的中国教育史博士学位论文为基本素材,从论文内容指向的历史时代和包含的教育主题两个维度进行考察发现,这一时期期刊论文的数量经历了由低迷、徘徊到持续快速增长的历程;研究主题从传统的比较集中地关注教育人物、教育思想和教育制度等领域,拓展到对各类教育形态、各种教育问题的普遍关注;对教育史学理论的关注和兴趣逐渐提升,研究范式呈现多元化的特点。但也存在论文质量不高,选题重复、细碎,过度关注现实,关注和研究时段失衡等问题。而这一时期博士学位论文数量的增减则主要受学科授权点变动的影响,论文研究时代的趋势与期刊论文大体一致,存在重近代、轻古代的现象,研究主题受关注高考改革的影响,呈现以教育制度为主题的论文数量超过教育人物与思想的特点,而有关教育人物和思想的选题则避免了期刊论文"选题重复"的弊端,主题更加丰富。未来,中国教育史研究应该把提高研究成果的质量和学术水平放在最重要的位置,在把握好"求真"与"致用"间尺度的前提下,积极关注和回应现实问题,在研究范式、理论和方法等方面,保持一种开放的心态。
The journal articles and doctoral dissertations on the history of Chinese education over the past fourdecades after reform and opening-up are studied from two dimensions——the historical periods and the educationalsubjects. It is found that the number of journal articles has experienced a sluggish period before it grows rapidly. Thesubjects of journal articles are expanding across traditionally focused fields of educational figures,thought and systems toa widespread attention to all kinds of educational forms and problems. The interest in theory of Chinese education isimproved. The research paradigm is characterized by its diversity. However,there are also problems such as poor quality,trivial and repeated themes,over attention to the reality,and imbalance in the historical periods of the writings. Changesin the number of doctoral dissertations over the past forty years are mainly affected by the number of doctoral programs. Asfor the historical periods of the dissertations,there is a preference of modern period to ancient period which trendsgenerally the same with that of the journal articles. In terms of the themes of the dissertations,affected by the generalattention to Gaokao reform,the number of educational systems themed dissertations exceeds those focusing on figures andthought. The dissertations on the themes of educational figures and thought have richer subjects which avoid the minusside of repeated themes of journal articles. In the future,we should place the improvements of research quality andacademic standards in the highest place. And we need to learn how to navigate the fine line between truth andpracticability when paying attention to the reality and making positive responses. Moreover,we should remain open to thechanges in research paradigms,theory and methods.
The journal articles and doctoral dissertations on the history of Chinese education over the past fourdecades after reform and opening-up are studied from two dimensions——the historical periods and the educationalsubjects. It is found that the number of journal articles has experienced a sluggish period before it grows rapidly. Thesubjects of journal articles are expanding across traditionally focused fields of educational figures,thought and systems toa widespread attention to all kinds of educational forms and problems. The interest in theory of Chinese education isimproved. The research paradigm is characterized by its diversity. However,there are also problems such as poor quality,trivial and repeated themes,over attention to the reality,and imbalance in the historical periods of the writings. Changesin the number of doctoral dissertations over the past forty years are mainly affected by the number of doctoral programs. Asfor the historical periods of the dissertations,there is a preference of modern period to ancient period which trendsgenerally the same with that of the journal articles. In terms of the themes of the dissertations,affected by the generalattention to Gaokao reform,the number of educational systems themed dissertations exceeds those focusing on figures andthought. The dissertations on the themes of educational figures and thought have richer subjects which avoid the minusside of repeated themes of journal articles. In the future,we should place the improvements of research quality andacademic standards in the highest place. And we need to learn how to navigate the fine line between truth andpracticability when paying attention to the reality and making positive responses. Moreover,we should remain open to thechanges in research paradigms,theory and methods.
引文
[1]易琴.知识传授与学术探究:中国教育史学科的发展图景[D].上海:华东师范大学,2010.
[2]郝丽霞. 2000年以来教育史研究的主要进展:基于对学科内研究生学位论文的综合考察[D].南京:南京师范大学,2013.
[3]娄岙菲,等.近年来中国教育史研究学术进展述评[J].教育研究,2015,(9).
[4]田正平.老学科新气象——改革开放30年教育史学科建设述评[J].教育研究,2008,(9).
[5]李建强.主编寄语[A].教育史研究论丛[M].石家庄:河北大学出版社,2013.
[6]李长莉.中国近代社会史研究三十年发展趋势与瓶颈[J].南京社会科学,2017,(1).
(1)期刊论文相关数据搜集的主要范围是中国知网《中国学术期刊(网络版)数据库》,以“全文”、“中图分类号”、“主题”、“标题”等多种检索条件相结合的方法进行检索,力求涵盖教育、历史、人物等领域里中国教育史类的论文。注意到数据库中1979—1993年的论文收录不够全面,故尽可能对这一时段未被收录的重要期刊的论文进行了补充。本文有关期刊论文的数据来源出处均相同,不再一一注出。
(1)博士学位论文相关数据主要参考易琴博士论文《知识传授与学术探究——中国教育史学科的发展图景》中“附录:中国教育史博士学位论文题目一览”,以及《教育史研究与评论》第一至第四辑“全国教育史专业博士学位论文目录及摘要”,并检索了中国知网优秀博硕士学位论文全文数据库,国家图书馆以及北京师范大学、浙江大学、厦门大学等校图书馆馆藏目录。
(1)有些学校如南京师范大学很早就获得了教育学一级学科博士学位授予权,但由于各种原因,并未能很快招收培养中国教育史方向的博士研究生。
[2]郝丽霞. 2000年以来教育史研究的主要进展:基于对学科内研究生学位论文的综合考察[D].南京:南京师范大学,2013.
[3]娄岙菲,等.近年来中国教育史研究学术进展述评[J].教育研究,2015,(9).
[4]田正平.老学科新气象——改革开放30年教育史学科建设述评[J].教育研究,2008,(9).
[5]李建强.主编寄语[A].教育史研究论丛[M].石家庄:河北大学出版社,2013.
[6]李长莉.中国近代社会史研究三十年发展趋势与瓶颈[J].南京社会科学,2017,(1).
(1)期刊论文相关数据搜集的主要范围是中国知网《中国学术期刊(网络版)数据库》,以“全文”、“中图分类号”、“主题”、“标题”等多种检索条件相结合的方法进行检索,力求涵盖教育、历史、人物等领域里中国教育史类的论文。注意到数据库中1979—1993年的论文收录不够全面,故尽可能对这一时段未被收录的重要期刊的论文进行了补充。本文有关期刊论文的数据来源出处均相同,不再一一注出。
(1)博士学位论文相关数据主要参考易琴博士论文《知识传授与学术探究——中国教育史学科的发展图景》中“附录:中国教育史博士学位论文题目一览”,以及《教育史研究与评论》第一至第四辑“全国教育史专业博士学位论文目录及摘要”,并检索了中国知网优秀博硕士学位论文全文数据库,国家图书馆以及北京师范大学、浙江大学、厦门大学等校图书馆馆藏目录。
(1)有些学校如南京师范大学很早就获得了教育学一级学科博士学位授予权,但由于各种原因,并未能很快招收培养中国教育史方向的博士研究生。