比较教育，研究什么：20世纪中国学者的观点

Comparative Education Research: What to Study ──Chinese Scholars’Viewpoints in the 20th Century

比较教育，研究什么？依照比较教育研究对象的时间、空间、内容二个维度，可以对国内不同历史时期学者的观点加以区分。总的说来，大多数学者赞同在时间维度上的「当代」方向。在「当代」方向上，空间和内容两个维度的交叉又产生了四种观点。其中，解放前的研究者以及50～70年代的台湾学者大多赞同在空间维度上以「民族─国家」、内容维度上以「教育制度」为研究对象；改革开放后的大陆学者则多认为在空间维度上既可以是「民族─国家」，也可以是以「地区」、「文化圈」，内容维度上则是「全部的教育理论与实践」。比较教育研究对象的范围在20世纪中国比较教育学史上展现出逐步扩大的趋势。

What should be studied in comparative education research? Based on three dimensions of the time， the space， and the matter， Chinese scholars have different viewpoints in the 20th century. In general most of them believe that only ‘the present’ should be involved in comparative education researches. In focusing on ‘the present’， four standpoints can be distinguished in the junction of the space and the matter dimensions. Scholars before liberation and those researchers in Taiwan from 1950’s to 1970’s， held the viewpoints that comparative education should study educational systems with nation-states as its unit; while the scholars in mainland since the 1980’ believe that in terms of space dimension， nation-states， area， or cultural circle can be regarded as the unit for the study of all the educational theories and practices. The research scopes for the Chinese comparative education have been enlarged in the 20th century.