摘要
本文结合研究实例,回顾了作者在教育史学研究方面的一些突破,如对“教育家”、“高等教育”、“教育实验”等概念作出新的界定;打破禁忌,客观反映历史人物在教育发展史上所作出的贡献,提出一些新的观点;在中国教育史著作的撰写上,多有创新之举;澄清人们对中国教育史上某些问题的误解,并对有争议的问题发表个人的看法。这些都在教育史学界得到肯定,产生了广泛的影响。文中还提出了生存教育论的基本观点,阐述了发展中自我教育的特殊意义。最后阐述了几十年从事教育史教学与研究的几点体会,提出“五自精神”。本文对于从事教育史教学与研究的工作者大有补益,值得一读。
Based on several cases,the article reviews some breakthroughs in educational history research,such as new definitions of "educationist","higher education"and"educational experiment,"breaking historical taboos to objectively describe contributions to China’s educational development by some people,writing unique comments on China’s educational history,clarifying some misunderstandings about some issues of China’s educational history and giving personal perspectives about some controversial issues.These breakthroughs have won approval in the academic circle and have made widespread impact.The article puts forward some basic views of survival education and articulates the special meaning of self-education in educational development.In the last part of the article,the author shares his experience in the teaching and research of China’s educational history and makes some suggestions.The article will help researchers and teachers of China’s educational history.
出处
《中国教育科学（中英文）》
CSSCI
2018年第2期79-89,141,共12页
Education Sciences in China
