目錄
Chapter One An Overview of Studies on the History of Educational Activity
1.1 On the Studies of the History of Educational Activity
1.1.1 Pursuit of a Panoramic Universal History
1.1.2 Emphasis on the Educational Life of Ordinary People
1.1.3 Problem-Oriented Research Orientation
1.1.4 Valuable Historical Sources: Integrating Archaeological Discoveries, Historiographical and Literary Records, and Both Written and Oral Accounts
1.1.5 Theory and Methodology of "Adapting to Circumstances"
1.1.6 Adopting the Narrative Form of "Well-Structured Facts and Reasoning"
1.2 History of Educational Activity: Academic Practice with Downward Vision
1.2.1 Downward Shift in Vision:A Research Orientation Widely Embraced in the Social Sciences
1.2.2 History of Educational Activity: A Foundational Component of Educational Historiography
1.2.3 Research Focus:To Zoom in on the Everyday Activities of Various Types of Education
1.3 Reflections on Some Basic Issues in the Historiography of Education
1.3.1 Disciplinary Nature of Historiography
1.3.2 Tripartite Theory of Research Objects
1.3.3 Downward Shift of Research Focus
1.3.4 On the Modernization of Theory and Methodology
1.3.5 Dualization of Disciplinary Value and Functions
1.3.6 Inheritance of Academic Traditions
1.3.7 Standardization of Academic Expression
1.3.8 Syllogism of Periodization of the History of Education
1.3.9 Elements of Scholars' Attainment
1.3.10 Diversification of Future Development
Chapter Two Case Study on the Educational Activities of Chinese and Foreign Educators
2.1 Educational Activities and Thoughts of Wei Zhuomin
2.1.1 The Mission of Christian Universities: "Training Leaders for the New China"
2.1.2 Commitment of Christian University Education: "To Integrate Eastern and Western Cultures"
2.1.3 The Two Wings of University Education: Teaching and Research
2.1.4 The Key to Running a Successful University: Hiring a Group of Outstanding Teachers
2.1.5 A Must to Run a University Well: A Strict System of Teaching and Management
2.1.6 The President of the University: Engaging Alumni and Fundraising for Operating Expenses
2.2 Zhang Linggao, Trapped in the Dilemma of the "Two Cs"
2.2.1 A President Sitting on the Crater
2.2.2 Escaping Church System to Focus on Social Needs
2.2.3 Integration of Liberal Arts and Sciences, Simultaneous Development of Teaching and Research
2.2.4 Advocacy of Patriotism, Pursuit of Truth, and Service to Society
2.3 The Spread and Impact of Dewey's Educational Thought in China
2.3.1 The Spread of Dewey's Educational Thought in China
2.3.2 The Influence of Dewey's Educational Thought on Chinese Education
2.4 Monroe's Educational Activities in China
2.4.1 The 1910s
2.4.2 The 1920s
2.4.3 The 1930s
2.5 From Boatman's Son to Master Educator—The Educational Career of Tsunesaburo Makiguchi
2.5.1 The Influence of Local Culture
2.5.2 The Influence of Western Culture
3.1.1 Education Reform in the Early Years of the Republic of China
3.1.2 The Struggle on the Education Front
3.2 May Fourth Education Reform
3.2.1 Setting Reform Standards
3.2.2 Establishing Equal Educational Rights for Men and Women
3.2.3 Reforming Teaching Content and Methods
3.2.4 Improving Education Management
3.2.5 Formulating the "Renxu School Education System"
3.2.6 Restructuring the Curriculum
3.3 The History of the Life Education Movement and Its Influence on Contemporary Education
3.3.1 Historical Review of the Life Education Movement
3.3.2 A Snapshot of the Current State of the Life Education Movement
3.4 Enlightenment from China's Modern Educational Experiments
3.4.1 The Influence of Educational Experiments on the Development of Modern Education in China
3.4.2 The Development Patterns of Modern Educational Experimentation in China
3.4.3 Problems of Modern Chinese Educational Experimentation
3.4.4 Historical Insights from Modern Chinese Educational Experimentation
Chapter Four Related Research Literature
4.1 Integration of Vision and Construction of Historical Context—A Study of Educational History Oriented Toward Practical Activity
4.1.1 What Is the History of Education: An Exploration of Foundational Questions
4.1.2 Application of Understanding: The Integration of Visions Based on Life and Practice
4.1.3 History of Educational Activity: Construction of Historical Situations from the Perspective of Practical Materialism
4.2 Research on the History of Chinese Educational Activity from the Perspective of Practical Character
4.2.1 Focus on the Contemporary: The Practical Position of Chinese Educational History Research
4.2.2 Approaching Life: The Practical Character of Contemporary Chinese Educational Historiography
4.2.3 Oral History of Education: A Form of Educational History Research from the Perspective of Practical Character
4.3 Micro-Historiography and Research on the History of Chinese Educational Activity
4.3.1 The Rise of Micro-Historiography and Its Research Characteristics
4.3.2 Microscopic Research in the History of Chinese Education
4.3.3 Research Objects and Connotations of the History of Educational Activity in China
4.3.4 The Enlightenment of Micro-Historiography for the Research on the History of Chinese Educational Activity
4.4 A Brief Discussion on the Research Principles of the History of Educational Activity
4.4.1 More Micro Research and Less Macro Research
4.4.2 More Factual Research and Less Theoretical Research
4.4.3 More Daily Narratives and Less Grand Narratives
4.4.4 More Thick Descriptive Research and Less Superficial Descriptive Research
4.5 On the Disciplinary System of Educational Historiography
4.5.1 Conceptual Analysis of the Disciplinary System, Teaching Material System, and Curriculum System
4.5.2 Controversy over the Disciplinary System of Educational Historiography
4.5.3 Conception of the Disciplinary System of Educational Historiography
4.6 Four Research Paradigms of Chinese Educational Historiography in the New Era
[