The Revelation Of "Chinese History Research Methodology" On Modern Education History Research Methods

Return to the academic tradition is one of the emerging development trends ofthe education-history-research-methodology. Paper is to start from the traditionalhistorical research methodology, Liang Qi-chao,“Chinese History ResearchMethodology” as the carrier, and explore ways to establish and perfect a new moderneducation-history-research-methodology.“Chinese History Research Methodology” is rich and deep in theoretical content,including the new people theory，social development theory and interest and beautytheory. The new people theory explains the purpose of historical research, and socialdevelopment theory expounds the general laws of social development, and interestand beauty theory contains emotional, vitality and freedom, respect for life and livingbeauty of the ideal personality. It concludes a historical research methodology, a set ofreference include: to define the concept of history from both concrete and abstractlevel, and as a commander of the methodology of historical research; discuss thepurpose of historical research with the operation and theoretical directions; define thescope of the study of history, and can serve as a useful reference; determine the mainbody of historical research and literacy, can serve as a historical researcher and thetraining institutions to improve the literacy based researchers; with a systematic modeof thinking and the principles and techniques of a combination of historical researchmethods, until modern scholars to use and promote. Chinese modern educationhistory research methodology has characteristics different from the “Chinese HistoryResearch Methodology”, including historical materialism as a methodology, dualisticmode of thinking, the five-dimensional framework and simplify it to the steps. TheWestern education history research methodology different from the above twofeatures is the belief in science and humanities, convergence-the decentralized modeof thinking, two-dimensional framework and strict steps. Both worthy of a place toadhere and to absorb, we need to do is to combine the advantages of the system ofthree methods to establish a more complete education history research methodology.The paper concludes with recommendations on the education history research methodology, it requires to carry forward the theory of the “Chinese History ResearchMethodology”; with stick and different beliefs, the history education research shows adiversity; integration of the diverse education history research purposes, so that ahierarchy from general to specific; draws on the advantages of the different mode ofthinking, advocating an open mind; recommendations to the basic concept and scopeof the study is the basis of the education history research methodology; recommendsthat literacy of historical researchers can be a part of the education history researchmethodology; learns from the west by the "four steps" to research the history ofeducation, flexible, traditional, modern, specific research methods is recommended.