Re-exploring Development Fields Of Educational Research In China

China is undergoing a profound comprehensive social transformation.The cultural exchange and dialogue,the conflict and integration of values,the gathering and release of contradictions,and the breeding of new substance make up the special "habitat" of educational research in contemporary China.Corresponding to that,the educational research faces the development issues which are characterized by multiple-mission intertwined,and mutual elimination,or interactive generation.Therefore,there is an urgent need to clean up the academic accumulation we have and to explore new scope for the development with the call of the times.There are many channels and directions to gain the space of development,but the most fundamental is to reflect and reconstruct the research standpoint and methods researchers chosen.After all,the educational rescarchers are panics of Chinese educational research.The educational research of China is faced with the dual pressures from both academic community and educational practice.So scholars should assume a "double actors" role: they should become the actors to break through its status quo in the discipline construction of Chinese Pedagogy and participatory actors in the change of the education practice which takes place gradually in depth at present.It is an important choice for education scholars to have intervention practice.Firstly,the choice will be conducive to get academic breakout and gain the professional "self-nurture" in the background of academic specialization; secondly,it means that the academic strength takes active involvement in the school transformation;thirdly,it is the inherent requirement of the identity of educational research; fourthly,it is the common trend of the humanities and social sciences research in the background of academic systematization and specialization.But what is the most important is that it does make real sense and imply possible scope for development,whether it is from the historical and practical point of view or from a logical one.Intervention into practice is not a panacea that would solve all the theoretical and practical problems.In fact,when educational scholars are working in the two different "fields" of life,they cannot be free from the obligations or take less responsibility in the academic field.On the contrary,they should bear appropriate responsibility from the practice as well;and they need to rationally face the challenges because of their "intervention" and the changing action.For all these reasons,educational scholars need to know exactly who they are,uphold academic borders,and have a clear idea about their responsibility in the course of practice intervention in order to avoid the unprincipled generalization and proliferation of responsibility.Educational scholars' intervening into practice may provide new thoughts and experience resources for answering educational issues such as "the independence of Pedagogy" and "the relationship between educational theory and practice".In addition,it may change the interaction styles bctwccn educational research and practice as well as betwcen the educational scholars and practitioncrs.Thus it may change the lifestylc of educational scholars and practitioncrs.For the development of Chinese Pedagogy,it is worth looking forward to that the scholars' choice to have intervention into practice may implicate the scope for the development of educational research,and generate another possible path of educational research.