CAJ | 학술논문

对教育本质的研究，要受到政治、经济与历史文化等社会条件的制约，这使处于不同历史阶段的教育本质研究体现着不同的研究旨趣与研究立场，形成不同的研究结论。以此思路考察新中国成立以来的教育本质研究立场，体现了三种研究立场：建国初期的意识形态研究立场、改革开放20年的固本清源立场与新世纪以来的学科化立场。对这三种教育本质研究立场的分析，为进一步理解教育本质内涵提供了研究前提，这也是更全面、更规范地开展教育本质研究需要关注的新思路。
대교육본질적연구，요수도정치、경제여역사문화등사회조건적제약，저사처우불동역사계단적교육본질연구체현착불동적연구지취여연구립장，형성불동적연구결론。이차사로고찰신중국성립이래적교육본질연구립장，체현료삼충연구립장：건국초기적의식형태연구립장、개혁개방20년적고본청원립장여신세기이래적학과화립장。대저삼충교육본질연구립장적분석，위진일보리해교육본질내함제공료연구전제，저야시경전면、경규범지개전교육본질연구수요관주적신사로。
The study of the educational essence is restricted by political, economic, historical and cultural factors which embody different purport and position at different historical stages with different research conclusions. Since the foundation of New China we had three research paradigms：ideological standpoint in the early years of New China;natural standpoint in the twenty-years＇ reforming and opening to the world; and discipline standpoint in the new century. Analyzing the features of these standpoints can discover a new thinking method to provide premise for education essence research thoroughly and normatively.