The textbook line and the knowledge line are the two main lines of the development of the Chinese educational history discipline. Progress and complementarity are important features of it. Their inherent inconsistencies have created the current predicament in the study of educational history. The construction of normal education courses and the need for academic research in the late Qing Dynasty were the most important factors for the birth of Chinese educational historiography. The professionalization of Chinese educational historiography has been continuously improved through the continuous efforts of generations of scholars. The establishment of the National Education History Research Association in 1979 is the academic history of education. The sign of the formation of the community is a milestone event on the road to professionalization. By inspecting the group of professors in the inaugural meeting and the first annual meeting, sorting out their educational background, academic experience and intergenerational characteristics, starting from the professionalization of Chinese educational history, discussing the six generations of Chinese educational historians and the professionalization of educational history, the stage of Chinese educational historiography reveal the development process and historical characteristics of the onehundredyear specialization of Chinese educational historiography, actively expand knowledge increment and compile highquality teaching materials, and seek historical reference for the academic development of Chinese educational historiography.

education history; specialization; professor; teaching materials; disciplimeconstruction