Research On The Value Orientation And Characteristics Of The History Of American Education Since The End Of The 20th Century

In the 1980 s,the history of American education fell into the valley of development.In 1990 s,with the deepening of multiculturalism,the study of the history of American education revitalized and became more diversified.Entering the twenty-first Century,globalization has come,and international communication is constantly strengthening.The study of the history of American education is ushering in new opportunities for development.Setting up the concept of great education history or the concept of holistic education has become a major trend.It is mainly shown in the following points.1.The scope of research has been expanded.From an early point of view,research on the history of education is constantly deepening,focusing on all aspects of education,and exploring the educational life,spirit and mentality of ordinary people as the main body of education.From a large perspective,research on the history of education is going out of the country and studying the whole world's educational history as a whole.It not only focuses on the development of educational history in the US,but also extends the research perspective to other countries in the world.2.The research method is rich.Since the 1950 s,influenced by the wave of social change,the historiography of American education has gradually strengthened its connection with historiography.Historians have joined educational historiography research to break through the textbook tradition and get rid of the single pedagogy research method.With the return of history,the interdisciplinary communication of the history of American education has been strengthened.Besides using the methods of historical research,we have also borrowed the research methods of social humanities,such as sociology,psychology,anthropology,politics,culture and so on.3.The subjective consciousness of the researchers of the historiography of education is prominent.The study of early history of education follows the historical tradition of historical materials,and opposes the disclosure of subjective consciousness of researchers.The radical revisionist education historian broke through the cage and wrote a series of studies on the history of education with personal criticism.After the 1990 s,educational historians went to "problem" writing,carrying out educational historiography with social considerations and problems,hoping to get solutions and experiences.This paper analyzes the development and changes of historiography of American education since 1980 s from the four parts.The first part mainly elaborates the internal and external causes of the new development of American education history since the end of the 20 th century.This chapter briefly summarizes the development history of American educational historiography for over 100 years,and explores the external causes and internal driving forces of the profound changes of American educational history since the end of twentieth Century.The external reasons are mainly reflected in: the influence of multiculturalist historiography;the reflection on the historical science from "fragmentation" to "integration";and the reconstruction of current education reform and teacher education curriculum.The internal power comes mainly from the argumentation of the professionalism and academic orientation of the history of Education,and the change of subjectivity consciousness of educational historians.The second part mainly elaborates the development path and value orientation of American education history since the end of the 20 th century.This chapter mainly discusses the process and expression of a series of changes in American education history since 1980 s,and the value orientation of educational historiography.Its process and performance is reflected in the reflection from revisionist education history to the globalization of new education history.In the course of this series of development and change,the study of educational history embodies the value orientation of history,society and education.Therefore,it can be seen the necessity of interdisciplinary communication in the study of educational history.The third part mainly elaborates the characteristics of American education history since the end of the 20 th century.This chapter summarizes the development trend of historiography of American education after experiencing the upsurge of revisionist educational historiography,especially entering the trend of globalization in twenty-first Century.It is mainly reflected in the field of return to history,strengthening the connection with history;The research method of educational historiography goes from traditional historical narration to historical analysis,and constantly adopts interdisciplinary research methods,highlighting the subjectivity consciousness of educational history researchers and emphasizing the research of mental history.The fourth part mainly elaborates the Enlightenment of the development of American education history.This chapter draws some lessons from the tortuous development of the historiography of American education history over the past hundred years.We should first clarify the ontological issue of historiography of education and clarify the nature of educational history.The history of education is an interdisciplinary subject between pedagogy and history.It has the dual nature of education and history.At the same time,it also faces the argument of "professional" and "academic ".In the end,the study of educational history should maintain its "uniqueness" and establish an overall consciousness.This chapter also analyzes the achievements and problems faced by the development of our country's historiography of education.At the end of the article,we propose some suggestions to make our country's historiography of education more smooth.Finally,the article briefly reviews the development history and prospects of research on the history of American education.