本文關(guān)鍵詞：傳統(tǒng)與變革：英國教育史學(xué)歷史演變研究　出處：《南京師范大學(xué)》2012年博士論文　論文類型：學(xué)位論文

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【摘要】：英國教育史學(xué)有著悠久的歷史傳統(tǒng)和鮮明的特征,是世界教育史學(xué)中一股重要的力量,對我國教育史研究具有一定的借鑒意義。本文以英國教育史學(xué)傳統(tǒng)范型的創(chuàng)立為切入點(diǎn),圍繞傳統(tǒng)教育史學(xué)、新教育史學(xué)和全球教育史學(xué)范型的轉(zhuǎn)換過程,探究英國教育史學(xué)的歷史演變規(guī)律,并預(yù)測英國教育史學(xué)的未來發(fā)展趨勢。在本研究的寫作過程中,將主要抓住兩條主線：一條顯性主線和一條隱性主線。顯性主線是對英國教育史學(xué)的產(chǎn)生、發(fā)展與趨勢的全程評析。筆者將關(guān)注傳統(tǒng)教育史學(xué)、新教育史學(xué)和全球教育史學(xué)產(chǎn)生的時(shí)代和社會背景的分析,著眼于梳理傳統(tǒng)教育史學(xué)、新教育史學(xué)和全球教育史學(xué)中不同學(xué)派之間的關(guān)系、差異和連續(xù)性；同時(shí),還關(guān)注不同學(xué)派內(nèi)部之間的斷裂與連續(xù)；隱性主線是英國教育史學(xué)科領(lǐng)域?qū)W派演化的方法論分析。筆者嘗試通過對各教育史學(xué)派方法論的思考,來展現(xiàn)英國教育史學(xué)的歷史演變過程。在整個(gè)寫作過程中,這兩條主線相互并存和交互滲透。 全文由導(dǎo)言、正文和結(jié)語三個(gè)部分構(gòu)成,其中正文部分分為五章內(nèi)容。在第一章和第二章中,筆者重點(diǎn)闡述英國傳統(tǒng)教育史學(xué)范型的創(chuàng)立過程及其主要特點(diǎn)。英國傳統(tǒng)教育史學(xué)的創(chuàng)立基本上是伴隨著國家干預(yù)教育和師資培訓(xùn)的興起而興起的。傳統(tǒng)教育史學(xué)范型呈現(xiàn)明顯的輝格特色。教育史觀主要是以今論古觀、直線進(jìn)步史觀和精英史觀。因此,教育史研究范圍相對比較狹窄,呈現(xiàn)出一副國家干預(yù)教育的歷史畫卷;從研究方法上來說,主要是挖掘調(diào)查報(bào)告、國會紀(jì)要報(bào)告、官僚機(jī)構(gòu)檔案和教會檔案等官方史料,以史實(shí)來告訴人們教育歷史是什么；從寫作上來說,主要是事件和人物的教育敘事史；從教育史與其它相鄰學(xué)科的關(guān)系來說,傳統(tǒng)教育史學(xué)強(qiáng)調(diào)教育史學(xué)科自身的自主性,很少運(yùn)用社會科學(xué)的方法,對歷史學(xué)、社會學(xué)等學(xué)科很排斥。在第三章,筆者通過分析英國傳統(tǒng)教育史學(xué)的內(nèi)部困境和外部推動因素,介紹英國教育史學(xué)的變革背景,同時(shí)闡述英國新教育史學(xué)的興起過程。在第四章中,主要闡述20世紀(jì)70年代至90年代中期,英國新教育史學(xué)流派紛呈的狀況,并分析英國新教育史學(xué)流派范型的特征。對于新教育史學(xué)來說,根據(jù)它們關(guān)注的理論和方法上的差異,新教育史學(xué)范型內(nèi)部可以分為三種：以階級為分析范疇的馬克思主義教育史學(xué)、以性別為分析范疇的女性主義教育史學(xué)和以文化和語言為分析范疇的后現(xiàn)代主義教育史學(xué)。它們在各自的領(lǐng)域,運(yùn)用不同的理論和方法重新構(gòu)建教育史。在第五章中,主要敘述20世紀(jì)90年代末至2011年,在英國教育史學(xué)走向碎片化時(shí),隨著全球化的興起,新舊教育史學(xué)開始調(diào)整和融合,形成新的教育史學(xué)范式,宏觀的教育史探索出現(xiàn)。一方面,盡管所有新教育史學(xué)潮流都在挑戰(zhàn)自19世紀(jì)末建立的支配教育史學(xué)家的民族國家的中心地位,但是,民族國家仍然在教育史寫作中得以存留,只是以一種新的形式發(fā)展,傳統(tǒng)教育史學(xué)復(fù)活。另一方面,新教育史學(xué)也發(fā)生了變化,在全球化的趨勢下,面對后現(xiàn)代主義教育史學(xué)帶來的碎化,英國教育史學(xué)者加強(qiáng)與國際教育史學(xué)者交流和合作,進(jìn)行跨國和跨文化的比較教育史研究,從宏觀上考察教育的發(fā)展歷程,大寫教育史再生。因此,在論文結(jié)語中,筆者將從分析和回顧英國教育史學(xué)范型的歷史和現(xiàn)實(shí)狀況入手,說明當(dāng)代教育史學(xué)家如何處理教育史學(xué)的傳統(tǒng),探求教育史學(xué)的變革之路,最終尋找到傳統(tǒng)與變革之間的連接點(diǎn)。
[Abstract]:The British educational historiography has a long history and distinctive characteristics, is an important force in the history of world education, has a certain reference to the research of the history of education in China. Based on the creation of British educational historiography traditional paradigm as the starting point, around the traditional historiography of education, historiography of education and transformation of new global education historiography paradigm in the process, the law of historical evolution of British educational historiography, and predict the future development trend of British educational historiography. In the writing process of this study, will seize the two main lines: one dominant and one recessive main line. The main line is the dominant of British educational historiography, on the whole development and trend. The author will pay more attention to traditional educational historiography, analysis era and social background of the new historiography of education and global education history, focusing on combing the traditional historiography of education, historiography of education and the new world The relationship between different schools of education history, difference and continuity; at the same time, also pay attention to different schools of fracture between the internal and the continuous line is implicit; analysis methodology of the English school education history of the evolution of the field. The author attempts by thinking of the history of school education methodology, to show the historical development of British education in the whole process. In the process of writing, the two main lines of the coexistence and mutual penetration.
This thesis consists of three parts: introduction, text and epilogue, the text is divided into five chapters. In the first chapter and the second chapter, the author focuses on the creation process of the traditional British educational historiography paradigm and its main features. The traditional British educational historiography founded basically is accompanied by the rise of state intervention in education and teacher training. The rise of the traditional educational historiography paradigm. Obviously the historical view of education is the main characteristics. On this view, linear progress history and elite history. Therefore, the scope of research on the history of education is relatively narrow, showing a state intervention in education history; from the research method, mainly mining survey report, summary of the Congress the report, the bureaucracy and the church archives archives official historical records, with historical facts to tell what is the history of people's education; from the writing, is the main event and character education Syria What is the relationship from history; history of education and other disciplines, the traditional historiography of education emphasizes the autonomy of education history itself, rarely use methods of social science of history, sociology and other disciplines are excluded. In the third chapter, the author promote factors through analysis of difficulties of traditional British history education inside and outside the the British educational historiography reform background, and elaborates the rise of British educational historiography. In the fourth chapter, mainly elaborated from 1970s to mid 90s, the new British educational historiography schools situation, and analysis of the characteristics of the new British educational historiography paradigm. The new historiography of education, according to the differences of their theories and methods focus on the new paradigm of educational historiography can be divided into three types: class for Marx's educational history analysis category, gender as a feminist analysis of category The history of educational history and the cultural and linguistic analysis category of postmodernism education. They are in their respective fields, to build educational history by different theories and methods. In the fifth chapter, mainly describes the end of the 1990s to 2011, the fragmented in British educational history, with the development of globalization, new education historiography the adjustment and integration, the formation of a new paradigm of educational historiography, history education macroscopic exploration. On the one hand, despite all the new trend in the history of education challenge since the end of nineteenth Century established the dominant education historian national center position, but the nation still remain in the history of education in writing, but in a new the form of development, revival of traditional educational historiography. On the other hand, the new historiography of education has also changed, under the trend of globalization, facing the postmodernism education history brought fragmentation The history of English education, scholars and international education scholars to strengthen exchanges and cooperation on international and intercultural comparative education history, the study of history education from the macro, regeneration capital history of education. Therefore, in the epilogue, the author from the analysis and review of British educational historiography paradigm of the history and reality of the situation how to handle the contemporary education, historians historiography of education tradition, explore the historiography of education reform, and ultimately find the connection point between tradition and change.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：G556.1

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