The Development Process Of German Educational Anthropology Since 1960s And The Study Of Its Methodology

German educational anthropology has developed a unique methodology around the core object-"Human image of Education", including ways of thinking, academic relations, research methods, research perspective and analysis units. It can provide a reference for the relative simplicity of Chinese educational anthropology, but the unique value of the German educational anthropology has not been focused on by Chinese researchers. This thesis takes the process of German educational anthropology development as the object of the research, to explore the significance of methodology, to make up for "German absence" in Chinese educational anthropology research. In the process of the specific study, this thesis attempts to study the contemporary German educational anthropology through methodology. On the basis of combing the representative theories and main schools of German educational anthropology at different times, this thesis will highlight the node of the development, the key point, and the unique aspect of ist way of thinking, academic relations, research methods, research perspective and analysis units. Whereby this paper is divided into seven chapters:The first chapter is an introduction to the reason on choosing this topic, the core concept of domestic and foreign research status.This chapter explicates research purposes, research questions, research ideas and research methods, demonstrates this thesis which has innovative and unique value in Chinese and German educational anthropology as a processing study and meta-study.The second chapter is an overall discussion of this theisi, the main line will be outlined. On the basis of clearing development background, it cards the development context of contemporary German educational anthropology which will be divided into three stages,briefly presents the background characteristics, research topic, representatives results of each stage.Chapter three to six shows the course of development and characteristics of German educational anthropology in each period with the evolution of time as a clue, exploring its methodological significance. The third chapter focuses on 1960s-1970s, which interprets the force of development and research object of German educational anthropology, focusing on the period of the birth of the "empirical educational anthropology", revealing the importance of methodology in which the empirical way of thinking replaced the traditional spirit of scientific pedagogy temporarily. The research methods in this time shifted from speculative theory to empirical research, focused on the educational phenomenon and facts, also appeared on "Human image of Education" in a pure scientific research and description, such as biological anthropology.The fourth chapter concerns how German educational anthropology changed and rebuilt through educational historical anthropology since 1980s, turned the pursue of fixed standard methodology to historic changes of methodology (that is "the dual historical").It explored the evolution of the human image with historical perspective, changed the traditional German educational anthropology at a fixed and single human image as a standard practice, into thinking the complexity and diversity of "Human image of Education " in the historical evolution and social reality.In the 1980s, German educational anthropology had another transformation which turned experience and criticism to hermeneutics methodology. The fifth chapter focuses on this transformation. In early 1980s, German education researchers advocated traditional reversion of the spirit science education with educational anthropology as a guide, in order to rebuild "Human image of Education", especially self-image of children, remodel the description language of "Human image of Education" and the educational process, deepen and liberate education thought in educational anthropology thought of Mollenhauer.The sixth chapter concerns the transformation that turns "dual history" methodology to the complexity of the integrated methodology. The history of education and cultural anthropology in the late 1990s, combines "culture " with "history", expands the range of study with the image of human complexity, puts the educational anthropology into social reality and cultural background. So far, the way of thinking of German educational anthropology turns simplification to integration, an integrated holistic thinking replaces the traditional binary pair of vertical thinking, isolated thinking and deductive thinking.The seventh chapter is the conclusions and reflection that overviews the overall context of the development of German educational anthropology, it focus on the core clue of contemporary German educational anthropology-"Human image of Education",conclude general characteristics of the methodology, and explores its influence on Chinese educational anthropology and pedagogy.As a whole, around the "Human image of Education", German educational anthropology experienced the interaction and evolution with speculative methodology, experience methodology, hermeneutics methodology, dual historical methodology, t the complexity of the integrated methodology, led to changes in ways of thinking, research methods and the unit of analysis. These all form a rich picture of the contemporary German educational anthropology.