作　　者： (熊文渊）;

机构地区： 广东金融学院,广州510521

出　　处： 《现代教育科学》 2017年第7期143-151,共9页

摘　　要： 划分教育制度变迁阶段,旨在抓住教育制度变迁的内在脉络,从而建立联结教育制度宏观文化分析模式与微观行为分析模式的桥梁。教育制度变迁的本质是关系的变迁,关系的变迁将对教育的结构产生决定性影响,进而影响制度变迁主体的行为模式。教育结构的相对稳定性与易测性,更加适合作为教育制度分期的重要依据,从而实现逻辑的主观分期与客观的教育历史的统一。对民国时期教育制度的时间序列分析检验了以教育结构作为教育制度历史分期依据的有效性。 The division of education system is aims to grasp the internal context of the changes of educationsystem, and then establishes a bridge between the macro cultural analysis mode and the microscopic behavioranalysis mode. The nature of the change of education system is the changes of relationship, the change of therelationship will have decisive impact on the structure, and then affect the behavior of the main body of institu-tional change. The relative stability and stability of education structure are more suitable as the important basisof education system stage, thus realizing the unification of the subjective stage of logic and objective educationhistory. The time series analysis of education system in the period of the republic of China, examined the ef-fectiveness of education structure as the historical staging basis of education system.

关 键 词： 教育制度 分期 时间序列