恢复重建以来我国教育哲学三十五年的发展(1979—2014)

The Development of the Education Philosophy of 35 Years in China since the Restoration and Reconstruction (1979-2014)

我国教育哲学的建设始于２０世纪２０年代，２０—４０年代曾经出现过第一个发展高峰，但新中国成立之后，却经历长达三十年（１９４９—１９７９）的停滞期，１９７９年开始恢复重建。基于恢复重建以来我国大陆教育哲学发展的事实，从学科建设、学科要素以及研究进展等三个维度，对教育哲学的发展状况和发展水平进行较为实证的考察。结果表明，教育哲学在课程、教材、队伍以及学术团体建设等方面取得了一定的成绩，完成了学科建设的基本任务，但在研究对象、学科性质、研究主题和学科体系等学科要素方面，还存在着较大的分歧，表明这一学科还没有形成足够的共识，学科发展的成熟度不够。新世纪以来，我国教育哲学研究已经从恢复重建之初的概论性研究转变为分支领域性研究与问题研究齐头并进的局面，表明我国教育哲学已经走出了初建阶段，开始步入深入研究阶段。

The construction of Chinese education philosophy began in 1920s，with the first peak in 1940s. But after the foundation of the People’s Republic of China，tt has experienced a long stagnation pe- riod for thirty years (1949-1979)，and tt began the restoration and reconstruction in 1979. This paper empirically investigated the status quo and level of development of education philosophy based on the “facts，， of the education philosophy development in mainland China since the restoration and reconstruction from three dimensions： discipline construction，discipline factors and research progress. The results show that the philosophy of education has made some achievements in the aspects of curriculum，teaching materials， team and academic organization building， and completed the basic task of discipline construction； but in terms of such discipline factors as research objects，the nature of the discipline，research topics and the discipline system，there are relatively large disputes，suggesting that this discipline has not reached sufiicient consensus and the maturity of discipline development is not enough. Since the new century，the study of education philosophy in mainland China has shifted from conceptual study at the beginning of the restoration and reconstruction to branch study and problem-based study. This shows that education philosophy has been out of the early stages of construction，and has started to enter the stage of further study.