多元视域下当代教育史研究的现实性旨趣

摘要

The discipline of educational history has its own basic, service and practicality characteristic. Long-term since, the educational history lack of contemporary consciousness and problem-concerns. From an internal point of view , the contemporary education history is manifested by fundamental position that is obscure and the research contents which is showing excessive fragmentation and integration. The service of disciplinary research is lessened. From an external point of view, the research awareness is influenced by the instrumental values, so the history of education lacks practice in the research. Therefore, under the perspective of multiple studies we need to reflection and reconstruction of the paradigm of educational history research and be cater to the orientation of educational reform and practice. Reflection and reconstruction of the paradigm of education history research should be based on reality and the research problems should come from practice. Through history achieve reality in order to realize the transformation of the connotation of the research in the history of contemporary education.%教育史学科具有基础性、服务性与实践性。长期以来，教育史研究缺乏一定的当代意识与现实指向。从内部角度而言，当代教育史学科的学术基础性定位模糊，研究内容呈现出过度碎片化与整合化倾向，学科研究的服务性弱。从外部角度而言，教育史研究意识受到工具主义等价值观影响，研究的实践性缺失。重构当代教育史研究范式，应具有面向教育改革与实践的价值取向，立足现实，研究问题应来源于教育实践，通过历史性透视现实性，以实现当代教育史研究的内涵式转变。