20世纪下半叶苏联教育学在中国引进的回顾与反思

Review and Reflection of the Introduction of Soviet Union Pedagogy in China during the Second Half of the 20th Century

20 世纪下半叶苏联教育学各学科在中国的引进有着不同的启动时间。20 世纪下半叶苏联教育学在中国的引进经历了以下四个阶段：以模仿为目标的引进；以教育学“中国化”为目标的引进；以批判为目标的引进；以学术研究为目标的引进。20 世纪下半叶苏联教育学在中国的引进，不仅确立了马列主义在中国教育学中的指导地位，影响了中国教育学学科体系的构建，而且提供了编写教育学教材的参考模式，拓宽了中国教育学研究者的视野。20 世纪下半叶苏联教育学在中国的引进给我们提供了以下重要启示：引进要处理好政治、意识形态与学术的关系；引进要与研究外国教育学的产生和发展相结合；引进要与继承本国传统相结合；引进要与建设中国教育学相结合。

Time was different for the introduction of disciplines of Soviet Union Pedagogy in China during the second half of the 20th century. The introduction went through the following four stages: The introduction with the purpose of imitation; the introduction with the purpose of pedagogy “Chinization” ; the introduction with the purpose of criticism; and the introduction with the purpose of academic research. The introduction of Soviet Union Pedagogy during the second half of the 20th century not only established the guiding position of Marxism-Leninism in the Chinese pedagogy and affected the construction of China's pedagogy discipline system, but also provided the reference model for editing pedagogy textbooks and broadened the vision of Chinese pedagogy researchers. The introduction has great implication for us. In the process of the introduction, it is important to deal with the relationship between political ideology and academics, to combine with the research on foreign pedagogy's generation and development, the inheritance of China's tradition and the construction of China's pedagogy.