The discipline of Chinese Educational history boasts of a history of more than one century since its establishment. However, when the 21st century ushered in, the discipline has been faced with dailyincreasing crises. To get rid of the current dilemma, “a view of modern history” of studies of Chinese educational history must be established. First of all, attention should be paid to studies of historical events in modern education in China, associating modern and contemporary educational histories with current realistic problems in Chinese education. Next, based on realistic problems in education, attempt should be made to seek the hot and troublesome issues in educational reform and development and then investigate them in terms of historical view, dimension, mind and method. Finally, some theoretical views of educational phenomenology can be referred to methodologically to make research subjects multivariant, research objects hierarchic and research methods diverse so that studies of Chinese educational history may pay more attention to educational practices that occurred and are occurring in Chinese society and to displaying service function of educational reform and development. All in all, this offers an effective path for the discipline of Chinese educational history to get out of the dilemma.

educational history; Chinese educational history; disciplinary construction of education; disciplinary construction; “a view of modern history”