摘要
对1979~2010年比较教育学教材的梳理、分析看出,比较教育学经历了起步、发展、深入三个阶段,其学科属性逐渐明晰,即由＂比较方法＂的工具性转为＂比较视域＂的本体性,研究目的由借鉴转变为借鉴、理解双目的共存,研究对象则从发达国家转为多中心文化圈等。并据此提出建议：应加大学科内与学科外的联系;应注意方法理论与研究实践的结合;应增强＂本土关怀＂。
This paper has got the following conclusions through a content analysis:during the three periods of comparative education development from 1979 to 2010,its disciplinary traits become clearer.The research purposes are from reference to co-existence of understanding and reference.The research objects are from developed counties to multi-culture circle,multi-cultural co-existence research methods.Besides,suggestions are for the teaching materials development in comparative education:integrating theory with practice and 'local concern'.
出处
《教学研究》
2014年第1期25-29,123,共5页
Research in Teaching
基金
新世纪广西高等教育教学改革工程立项项目(2012JGZ124)
