摘要
中国近代教育史研究初期,学者主要关注对象为显性目标。在20世纪80年代以后,近代教育史研究路径发生改变,微观研究如区域、个案研究等逐渐兴起。这种转型的发生是多种因素共同作用的结果:近代国家构建初期的多重奏特征、史学的内在发展、中外交流的深入、学科科际的频繁互动等。中国近代教育史研究路径折向体现出社会文化理念的变迁。
Earlier scholars paid their close attention to obvious targets,such as educational systems,eminent educationists and so on.Since 1980s,scholars have begun to take area studies and case studies as the research objects.The changes result from multiple factors including the polyphony characteristics of the early stage of modern China’s construction,inner development of historiography,and increasing international academic and cultural exchanges.The research approach took a turn that revealed the changes of social structures,values and ideologies.
作者
李倩
LI Qian(School of Political Science and Law,Huaibei Normal University,Huaibei Anhui 235025)
出处
《兴义民族师范学院学报》
2020年第5期50-53,共4页
Journal of Minzu Normal University of Xingyi
基金
2017年安徽省高校人文社会科学研究项目“皖北与苏南地区乡村教育比较研究(1901-1958)”(编号:SK2017Y13)阶段性成果。
关键词
近代中国
教育研究
转向
多重阐释
modern China
education study
changes
multiple interpretations
