摘要
英国教育史研究传记叙事模式起源于对教育大师的历史赞歌。20世纪50年代至今,它在自身发展历程中,随着理论基础和关注焦点的不同,形成了不同研究取向的新教育传记叙事模式。其主要有三类研究取向:社会史取向的教育者个人传记研究,架起了个人-教育-社会之间的桥梁;社会文化史取向的女性主义教育传记叙事研究,将个人记忆、集体记忆与教育历史联系起来,呈现教育发展中女性的声音;情感取向的教育主体传记研究,分析维度从“语言结构”转向“情感经验”。英国学者通过三类研究取向的传记研究,引入私人化史料叙述传主的故事,明确传记阐释教育历史的“叙述限度”,彰显了传记叙事的价值维度,实现了教育史研究的视域转换。
The biographical narrative mode of the British educational history research originated from the historical hymn to the masters of education.Since 1950s,it has formed new educational biographical narrative models with different research orientations in its own development process,with different theoretical foundations and focus of attention.There are three main types of research orientations:social history oriented educational biography research,which builds a bridge among individual,education and society;social cultural history oriented feminist educational biography narrative research,which connects personal memory,collective memory and educational history,presents women's voice in the development of education;emotional oriented biography research of educational subject,which provides analysis from language structure to emotional experience.British scholars introduced personal historical materials to narrate the biographical stories of their successors through three kinds of research oriented biographical studies,clarified the narrative limit of biographical interpretation of educational history,highlighted the value dimension of biographical narrative,and realized the transformation of vision of educational history research.
出处
《大学教育科学》
CSSCI
北大核心
2020年第6期102-110,共9页
University Education Science
关键词
英国教育史研究
传记叙事
情感经验
集体记忆
British educational history research
biographical narrative
emotional experience
collective memory
