摘要
丰富研究主题、扩大研究范围、拓宽学科边界是近几十年教育史学科建设的主要路径。随着时间的推移,教育史学科外延增长效益的局限性日见显著。基于对现状的分析,本文主张借鉴相关学科研究成果,引入儿童年龄分期作为重构教育历史的概念工具,从年龄分期变迁与教育演进的相互关系出发考察教育的历史过程,以此更新研究的视角,深化问题意识,探索教育史学科内涵发展的路径。
Expanding the research scope and expanding the discipline boundary are the main paths to the discipline construction of educational history in recent decades.With the passage of time,the limitation of epitaxial growth benefit is becoming more and more obvious.This article advocates drawing on the research results of relevant disciplines,introducing children’s age stages as a conceptual tool for understanding educational history,and investigating the historical process of education from the relationship between the change of age stages and educational evolution,so as to change the research perspective and promote the connotation development of the discipline of educational history.
作者
张斌贤
Zhang Binxian(Faculty of Education,Beijing Normal University,Beijing 100875,China)
出处
《华东师范大学学报（教育科学版）》
CSSCI
北大核心
2022年第3期1-9,共9页
Journal of East China Normal University:Educational Sciences
基金
北京师范大学教育学部国际合作研究项目“教育发展与社会正义”(ICER201908)。
关键词
儿童
年龄分期
概念工具
重构教育历史
child
age stage
conceptual tool
reconstructing educational history
