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| Disciplinary System，Research Paradigm and Development Reflection of Chinese Educational History during the 70 Years since the Founding of the People’s Republic of China |
| Zhou Hongyu Liu Laibing |
| School of Education， Central China Normal University， Wuhan 430079 |
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Abstract During the 70 years since the founding of the People’s Republic of China， the discipline of Chinese educational history has developed rapidly under the guidance of historical materialism. The disciplinary system has been established and developed and the research contents include three kinds of “general history” system： the history of educational thought， the history of educational system and the history of educational activity. The research paradigm enriches and transforms constantly and it has experienced two main stages： one-single and one-multiple. The thought-institution paradigm， modernization paradigm， narrative paradigm and activity-practice paradigm after the reform and opening up are the main research paradigms which promote the enrichment and development of educational historiography practice. The development of educational history in the future should strengthen its own theoretical construction of discipline and the further study of specific issues of educational history and constantly explore native academic traditions. By returning to the dual academic practices of“subject” and “mainstream”， the academic discourse power of Chinese educational historiography should be gradually established.
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2019, Vol. 58 
