摘要
中国教育社会学研究经历了20世纪二三十年代学科初创时以社会启蒙与教育改造为取向的研究,80年代学科重建以及90年代至新世纪初具体领域研究的蓬勃发展,近十余年来则发生了较为明显的决策研究转向,并面临着转型发展的困境。教育社会学研究的每一次推进,都离不开对其研究特质认识的进一步深化,事实研究的方法论、批判取向的研究立场以及对教育公平问题的关注均有其自身的限度与问题,有必要进一步明确教育社会学独到的学科之眼及研究视阈。对教育实践行动的关注理应位于教育社会学研究视阈的核心,教育社会学研究旨在达成对教育实践行动的深度理解。
The sociology of education in China has gone through four phases: in 1920s and 1930s, it was newly established, and characterized by social enlightenment and educational transformation;in 1980s, it was re-established, and concentrated on the relationship between education and society under the paradigm of educational basic theories;in 1990s and early years of the first decade of the 21st century, specific areas of the sociology of education flourished;in recent more than ten years, it turned to policy research, and has been in a mood of somewhat wandering. To converge the two perspective of 'practice orientation' and 'critic orientation' may have implication for the possible direction of the sociology of education. 'Fact study', as the basic methodology of the sociology of education, has its limitation;'Critic orientation' may be an important characteristic of the sociology of education, but is not the core characteristic. And 'education equity' may be an important thesis, but could not be the core problematic field. Educational activity should be at the core of the research horizon of the sociology of education.
作者
王有升
Wang Yousheng(Teacher’s College,Qingdao University,Qingdao 266071)
出处
《华中师范大学学报（人文社会科学版）》
CSSCI
北大核心
2019年第2期176-183,共8页
Journal of Central China Normal University:Humanities and Social Sciences
基金
教育部人文社会科学研究项目"英国教育社会学的发展历程及其与中国教育社会学发展的比较研究"(15YJA880073)
关键词
教育社会学
研究视阈
学科发展路向
教育实践行动
the sociology of education
research horizon
discipline developmental orientation
educational activity
