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| Prospect for the Development of the Discipline of China’s Education History in the Twenty-First Century |
| Zhou Hongyu |
| (School of Education， Central China Normal University， Wuhan 430079) |
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Abstract The discipline of China’s education history is an important part of Chinese pedagogy， which has been in development for more than 120 years. Standing from the height of the times， this article gives a prospective thought on the development of the discipline of China’s education history in the 21st century from the two big pictures： the global perspective and China’s development. In the new century， in order to enhance the role that the discipline of education history plays， and make new contributions to academia and society in the new journey of national construction and rejuvenation， firstly， researchers in education history should more consciously adhere to the research purpose of “applying the past experience and wisdom to the present， and applying the foreign experience and wisdom to China”， which fully shows that the purpose of studying ancient Chinese education history is to provide experience and motivation for the current education reform， and highlights that the purpose of studying foreign education history is to provide reference and methodology for the development of China’s education. Secondly， researchers in the education history should be clear about the dual mission of inheriting and learning from the past， and give full play to the role of education history in guiding the education reform and developmental practice， and predicting future trends of the development of education. Thirdly， researchers in education history should promote the pursuit of diversity in education history in keeping with the times， and vigorously explore interdisciplinary and transdisciplinary studies.Fourthly，researchers in education history should strive to build a discipline system， academic system and discourse system of the education history with Chinese characteristics.
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Received: 22 September 2023
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2023, Vol. 62 
