Abstract:
There were three transfers in research orientation of Chinese educational history, that is, formation of multiple orientations represented respectively by pragmatism, empiricism, problem, and materialism by reference from others, since the publication of the first work of Chinese educational history. From the founding of new China to “Cultural Revolution”, the orientation of the “revolutionary history” was formed. Since the reform and open policy, a monistbutmultilined orientation took shape in recovery and reconstruction, which involves such contents as modernism, narration and activity under the guidance of materialistic conception of history. Although different orientations of studies of educational history have both advantages and disadvantages, learn from each other and mutually supplement, they form the general situation of Chinese educational history studies and serve the purpose of constructing a historical and Chinacharacteristic educational historiography.
