| 教育史研究的教育学内涵 |
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| 引用本文： | 刘庆昌.教育史研究的教育学内涵[J].教育科学,2012,28(2):90-96. |
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| 作者姓名： | 刘庆昌 |
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| 作者单位： | 山西大学教育科学学院,山西太原,030006 |
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| 摘 要： | 教育史研究的教育学内涵是一个需要澄清的问题,这将有利于教育史研究自身的进化。超越具体的教育历史事实,用思辨的方式追寻教育历史发展的逻辑,是教育史研究具有教育学内涵的重要途径。这种努力具体体现为通过教育活动史、教育思想史、教育制度史研究,对教育活动、教育思想、教育制度历史发展逻辑的追寻。为此,研究者需要拥有教育学的立场和哲学的方法。
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| 关 键 词： | 教育史 教育史研究 教育学 教育学内涵 |
Pedagogical connotation of studies in educational history |
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| LIU Qing-chang.Pedagogical connotation of studies in educational history[J].Education Science,2012,28(2):90-96. |
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| Authors: | LIU Qing-chang |
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| Institution: | LIU Qing-chang(School of educational science,Shanxi university,Taiyuan,Shanxi,030006) |
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| Abstract: | Pedagogical connotation of studies in educational history is a problem that needs to be clarified,which will benefit the study of educational history of their own evolution.Beyond specific education historical facts,with the speculative way to pursue the logic of historical development is an important approach to make the studies in educational history have pedagogical connotation.This effort is as follows: searching the historical developmental logic of educational activity,educational thought and educational system,by the studies in history of educational activity,educational thought and educational system.For this purpose,researcher needs to have pedagogical standpoint and philosophical methods. |
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| Keywords: | educational history studies in educational history pedagogy pedagogical connotation |
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