Establishment And Early Professionalization Of Educational Economics As A Discipline In China(1978-1988)

The development of disciplines parasitic on universities can not be separated from the promotion of scientific research,talent training and social services.A discipline history is the history of educational activities of a group of scholars.This article takes the founding period of education economics(1978-1988)as the research object,comprehensively uses Historical literature analysis method and oral history research methods,first sorts out the social background in which the education economics in China discipline was created,secondly focuses on scholars for investigate their Educational activities in scientific research,talent training and social services,in order to trace the rise and early specialization of Educational Economics,finally reflect on the ten-year course,summarize problems and look to the future.This thesis is divided into four parts,the main points of each part are as follows:Part one:Accumulation and contention:the background of the establishment of the discipline of Educational Economics.The establishment of the Educational Economics discipline in China has its far-reaching historical foundation,urgent practical needs and clear theoretical premises.It is the continuation of the early education economic thinking of the early republican period,the practical need to realize the "Three Orientations"educational policy,and the trend of the development of the discipline of educational economics in the world,In the new era where the theories of "education is productive ""education has economic functions" and "education investment is productive" are widely recognized,this old research field has been development and innovated.Part two:Endogenous and exogenous:the origin of Educational Economics.There are two paths to the beginning of the discipline of Educational Economics in China.From the inside,it brings together the joint efforts of educationist and economists.With their support and appeal,the establishment of the discipline of Educational Economics in China has become the consensus of the academic community.The first research team and the first batch of research institutions have also been established.From the outside,under the guidance of the principle of make foreign things serve China " foreign educational economics research results have been widely introduced in China,laying the foundation for the discipline of Educational Economics in China.Part three:Exploration and Introspection:Early Specialization of Educational Economics.University researchers are the main force to promote the development of Educational Economics disciplines.They carry out workshops,hold annual meetings,compile teaching materials for training and self-training;in order to cultivate heirs of Educational Economics disciplines,they open courses to implement teaching,and use the mode of combining teaching with scientific research to cultivate postgraduates,setting up societies to enhance the professionalism of research teams,establishing journals to improve scientific research capabilities;Expanding the research field,opening a research model that emphasizes both theoretical and empirical research,and providing a scientific theoretical basis for the formulation of major national policies.At the same time,The educational activities of educational economics scholars in scientific research,talent training and social services also gave rise to the consciousness of subject theory,and a certain consensus has been achieved in important areas on basic theory,subject nature and research objects,and the theoretical thinking ability has been continuously improved.Part four:Retrospect and Prospect:The development prospect of Educational Economics.Ten years is full and long for a scholar,but it is just the beginning for a subject.In order to solve the problems left over from the early stage of the development of Educational Economics,such as the imperfect discipline system,the lack of theoretical research results and the difficulty in obtaining empirical research materials,Later researchers will continue to pull new research trends from the theoretical and empirical research towards the goal of developing educational economics with Chinese characteristics.