CAJ | 학술논문

中国教育社会学学科产生于上个世纪20年代，但是未得到应有的重视。学科发展有自身学术逻辑，学科的反省是必要的。从知识社会学视角来回顾这段学科发展历史，就会发现除却社会、学术的独特背景之外，参与主体的特质以及其产生的历史作用也得以突显。从教育社会学产生的运命、译介与中国化并行的研究特点、研究者群体所具有的多元知识视野与丰富教育实践的特质、教育社会学发靖的开拓与奠基之功分析新生伊始的中国教育社会学，以期对当今教育学学科的发展提供反思的参照。
중국교육사회학학과산생우상개세기20년대，단시미득도응유적중시。학과발전유자신학술라집，학과적반성시필요적。종지식사회학시각래회고저단학과발전역사，취회발현제각사회、학술적독특배경지외，삼여주체적특질이급기산생적역사작용야득이돌현。종교육사회학산생적운명、역개여중국화병행적연구특점、연구자군체소구유적다원지식시야여봉부교육실천적특질、교육사회학발정적개탁여전기지공분석신생이시적중국교육사회학，이기대당금교육학학과적발전제공반사적삼조。
The subject of the Chinese educational sociology origins in the 1920s, but its researches are belittled. It is known that the curricular development demands academic logic with reflections. The knowledge sociology provides with a new perspective to study the special curricular history and academic peculiarities. This paper studies the historical opportunity of the educational sociology, translations of the foreign theories, and the outset of the Chinese educational sociology.