心态史学及其对教育史学方法论的启示

20世纪80年代以来，教育史学科的方法论问题逐渐被置于议事日程。心态史学法是法国年鉴学派的成果之一，经历了萌芽、降格和方兴未艾三个阶段，开辟了史学研究新领域。心态史学法在具体应用中，聚焦于群体的无意识心态，注重研究的整体性和微观性，从跨学科的研究视角解构问题，并运用一切可用之资料解决问题。教育史作为历史学和教育学的分支学科，在当前全球化视野下，研究心态史学对教育史学大有裨益，有利于拓宽教育史学研究领域的深度和广度，并树立整体的教育史观，强化教育史研究的反思性和问题意识，从而使教育史学在反思的基础上化解“危机”、骎骎日上。

Psychohistory and its Enlightenment to the Methodology of Educational Historiography

The methodology of educational history has been placed on the agenda since 1980s.Psychohistory, a major achievement of the Annales School, has gone through three stages of budding, downplay and rise, opening up a new field of historical research. Its application focuses on the unconscious group mind, integrity and microcosm of research from the perspective of interdisciplinary research deconstruction and available information. Educational history as a branch of history and pedagogy in the current global perspective can benefit much from the study of psychohistory, which is conducive to expanding the field of educational history in depth and breadth, establishing overall view of history of education, and promoting the continuous development of historiography of education to solve the “crisis”