影子教育比较研究的历史回顾与未来展望

doi:10.16382/j.cnki.1000-5560.2020.11.002

摘要/Abstract

摘要： 本文回顾了本世纪初二十年间的课外补习研究，即广为人知的影子教育研究。尽管在1999年前已有少数零散的、国家及地区层面的相关文献，本文将1999年发表的首项影子教育全球研究报告作为影子教育研究领域的起点。从那时起至今的20年间，影子教育研究发展显著，这增进了对不同文化之间共性与差异的理解，加深了各界对此现象的认识。相关研究从早期对影子教育发展版图的绘测和对影子教育需求影响因素的分析，发展为教育生态系统框架下更加深入的社会学、经济学分析，同时也加强了对研究方法的关注。影子教育的未来研究议程需要与时俱进，例如关注技术的影响，并加强跨学科研究以探索更为广阔的领域。未来研究也需要持续关注相关定义及研究方法。

关键词: 比较研究, 影子教育, 课外补习/校外培训, 历史, 未来教育

Abstract: This paper reviews research on private supplementary tutoring, widely known as shadow education during the first two decades of the present century. It takes as its starting point the first global study of the phenomenon, published in 1999, despite some scattered national and subnational literature before 1999. During the initial two decades, great expansion of the research on shadow education brought more depth and stronger awareness of commonalities and differences in different cultures. From initial mapping and identification of factors shaping demand came work on ecosystems with deeper sociological and economic analyses, together with greater attention to research methods. The agenda ahead will need to keep up with the changing times, e.g., through the impact of technology, and develop stronger interdisciplinarity to explore additional domains. It will also need continued attention to definitions and methods.

Key words: comparative analysis, shadow education, private supplementary tutoring, history, future education

张薇, [英]马克·贝磊（Mark Bray）. 影子教育比较研究的历史回顾与未来展望[J]. 华东师范大学学报(教育科学版), 2020, 38(11): 21-38.

Zhang Wei, Mark Bray. Comparative Research on Shadow Education: Historical Developments and Future Directions[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(11): 21-38.

参考文献

贝磊. (2007). 教育补习与私人教育成本(杨慧娟, 于洪姣, 杨振军, 宋洪珍译). 北京: 北京师范大学出版社.
贝磊. (2012). 直面影子教育系统: 课外辅导与政府政策抉择(丁笑炯译). 巴黎: 联合国教科文组织国际教育规划研究所.
贝磊, 过伟瑜. (2015). 以公众利益规范私人补习: 亚洲补习教育之政策选择(孔磊, 李文健译). 中国香港: 香港大学比较教育研究中心.
贝磊, 莱金斯. (2015). 影子教育: 亚洲课外补习及其对政策制定者之启示(张薇, 张周琳译). 中国香港: 香港大学比较教育研究中心.
贝磊. (2020). 欧洲地区影子教育研究: 发展态势、动因及政策启示. 全球教育展望,49(2),35-61
联合国教科文组织. (2008). 消除不平等: 治理缘何重要. 取自: https://zh.unesco.org/gem-report/node/474.
联合国教科文组织. (2017). 教育问责: 履行我们的承诺. 取自: https://zh.unesco.org/gem-report/node/1464.
中华人民共和国教育部办公厅. (2018). 教育部办公厅关于加快推进校外培训机构专项治理工作的通知. 取自: http://www.moe.gov.cn/srcsite/A06/s3321/201803/t20180327_331304.html.
中华人民共和国教育部办公厅等. (2018). 教育部办公厅等四部门关于切实减轻中小学生课外负担开展校外培训机构专项治理行动的通知. 取自: http://www.moe.gov.cn/srcsite/A06/s3321/201802/t20180226_327752.html.
中华人民共和国教育部等. (2019). 教育部等六部门关于规范校外线上培训的实施意见. 取自: http://www.moe.gov.cn/srcsite/A06/s3325/201907/t20190715_390502.html.
中华人民共和国中央人民政府. (2018). 国务院办公厅关于规范校外培训机构发展的意见. 取自: http://www.gov.cn/zhengce/content/2018-08/22/content_5315668.htm.
张薇. (2020a). 中国校外培训规范治理:统一的政策,多样的回应. 全球教育展望,49(2),62-82
张薇. (2020b). 疫情下的影子教育. 取自: https://mp.weixin.qq.com/s/RA5BP_7JSUMNQYpG_SBNWQ.
張薇. (2017). 世界規模で広がる「影の教育(学校外私教育)」: 進化する形態と東アジア地域からの献策. 千葉学習塾協同組合30周年記念誌『蒼天』千葉学習塾協同組合,32,6-9
佐藤勇治編著. (2012). 学習塾百年の歴史: 塾団体五十年史. 調布: 全日本学習塾連絡会議.
Aizstrauta, D., Leokena, E., & Dedze, I. (2004). Privātskolotāju pakalpojumu lietojums vidussskolēnu vidū [Tutor Service Use among High School Students]. Valmiera, Latvia: Department of Political Science, Vidzeme University.
Aurini, J., & Davies, S. (2013). Supplementary Education in a Changing Organizational Field: The Canadian Case. In J. Aurini, S. Davies, & J. Dierkes (Eds.), Out of the Shadows: The Global Intensification of Supplementary Education (pp. 155–170). Bingley, England: Emerald.
Baker, D. P. (2014). The Schooled Society: The Educational Transformation of Global Culture. Stanford, CA: Stanford University Press.
Baker, D. P., Akiba, M., LeTendre, G., & Wiseman, A. W. (2001). Worldwide shadow education: Outside-school learning, institutional quality of schooling, and cross-national mathematics achievement. Educational Evaluation and Policy Analysis, 23(1), 1-17
Base, S. H., & Kanefuji, F. (2018). A comparison of the afterschool programs of Korea and Japan: From the institutional and ecological perspectives. International Journal for Research on Extended Education, 6(1), 27-48
Bashir, S., Lockheed, M., Ninan, E., & Tan, J.-P. (2018). Facing Forward: Schooling for Learning in Africa. Washington DC: The World Bank.
Bevan, B., Bell, P., Stevens, R., & Razfar, A. (Eds.). (2013). LOST Opportunities: Learning in Out-of-school Time. Dordrecht, the Netherlands: Springer.
Bray, M. (1999). The Shadow Education System: Private Tutoring and its Implications for Planners. Fundamentals of Educational Planning 61. Paris, France: UNESCO International Institute for Educational Planning (IIEP).
Bray, M. (2003). Adverse Effects of Private Supplementary Tutoring: Dimensions, Implications and Government Responses. Series: Ethics And Corruption in Education. Paris, France: UNESCO International Institute for Educational Planning (IIEP).
Bray, M. (2009). Confronting the Shadow Education System: What Government Policies for What Private Tutoring? Paris, France: UNESCO International Institute for Educational Planning (IIEP).
Bray, M. (2011). The Challenge of Shadow Education: Private Tutoring and Its Implications for Policy Makers in the European Union. Brussels, Belgium: European Commission.
Bray, M., Kobakhidze, M. N., & Suter, L. E. (2020). The challenges of measuring outside-school-time educational activities: Experiences and lessons from the Programme for International Student Assessment (PISA). Comparative Education Review, 64(1), 87-106
Bray, M., & Kwo, O. (2015). Organisational and Cross-cultural Issues: Learning from Research Approaches. In M. Bray, O. Kwo, & B. Jokić (Eds.), Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures (pp. 261–288). Hong Kong, China: Comparative Education Research Centre, The University of Hong Kong and Dordrecht, the Netherlands: Springer.
Bray, M., Kwo, O., & Jokić, B. (2015). Introduction. In M. Bray, O. Kwo, & B. Jokić (Eds.), Researching Private Supplementary Tutoring: Methodological Lessons from Diverse Cultures (pp. 3–19). Hong Kong, China: Comparative Education Research Centre, The University of Hong Kong and Dordrecht, the Netherlands: Springer.
Brehm, W. (2015). Enacting Educational Spaces: A Landscape Portrait of Privatization in Cambodia (PhD thesis). Hong Kong, China: The University of Hong Kong.
Brehm, W., & Silova, I. (2014). Hidden privatization of public education in Cambodia: Equity implications of private tutoring. Journal for Educational Research Online, 6(1), 94-116
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010a). Shadow education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 435-462
Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010b). Shadow education: Theory, analysis and future directions:A rejoinder. Social Forces, 89(2), 483-490
Byun, S.-Y. (2014). Shadow Education and Academic Success in South Korea. In H. Park & K.-K. Kim (Eds.), Korean Education in Changing Economic and Demographic Contexts (pp. 39–58). Dordrecht, the Netherlands: Springer.
Choi, Á., Calero, J., & Escardíbul, J.-O. (2012). Private tutoring and academic achievement in Korea: An approach through PISA-2006. KEDI Journal of Educational Policy, 9(2), 299-322
Choi, J., & Cho, R. M. (2016). Evaluating the effects of governmental regulations on South Korean private cram schools. Asia Pacific Journal of Education, 36(4), 599-621
Choi, Y. (2018). The heterogeneous effects of shadow education on SAT scores. Development and Society, 47(3), 451-476
Christensen, S. (2019). Shadow education and Scandinavian educational culture: Some preliminary observations. Powerpoint for lecture at Jawaharlal Nehru University, New Delhi, 14 March.
Commonwealth Secretariat. (2015). Education in the Commonwealth: Quality Education for Equitable Development. London, UK: Commonwealth Secretariat.
Davies, S. (2014). School choice by default? Understanding the demand for private tutoring in Canada. American Journal of Education, 110(3), 233-255
de Castro, B. V., & de Guzman, A. B. (2013). Proliferation of shadow education institutions (SEIs) in the Philippines: A time series analysis. Asia-Pacific Education Researcher, 22(3), 341-345
Długosz, P. (2012). Korepetycje maturzystów pogranicza w latach 2008—2011 [Private lessons of school-leavers in the years 2008—2011]. Kultura I Edukacja, 2, 87–106.
Dooley, K., Liu, L. L., & Yin, Y. M. (2020). Supplying private tuition: Edu-business and Asian migration in Australia. Discourse, 41(1), 98-109
Dubai, Knowledge & Human Development Authority. (2013). Order No.(1) of 2013 for classification and description of training activities that are allowed to be conducted by the training institutes in the Emirate of Dubai. Dubai, UAE: KHDA. Retrieved from https://www.khda.gov.ae/CMS/WebParts/TextEditor/Documents/31OrderNo.1TrainingActivites-EN.pdf.
Foondun, A. R. (2002). The issue of private tuition: An analysis of the practice in Mauritius and selected South-East Asian countries. International Review of Education, 48(6), 485-515
Galinié, A., & Heim, A. (2016). Inégalités scolaires: Quels rôles jouent les cours privés? [Schooling inequalities: What roles are played by private courses?]. Paris, France: Conseil National d’Évaluation du Système Scolaire.
George, C. (1992). Time to come out of the shadows. Straits Times, 4 April, p. 28.
Government of Bihar. (2010). Bihar Coaching Institute (Control and Regulation) Act 2010. Patna, Bihar: Government of Bihar, India.
Government of Kenya. (2013). The Basic Education Act, No.14 of 2013. Nairobi, Kenya: Government Printer.
Grodsky, E. (2010). Learning in the shadows and in the light of day: A commentary on Shadow education, education, American style: Test preparation, the SAT and college enrollment. Social Forces, 89(2), 475-481
Gupta, A. (2019). Teacher-entrepreneurialism: A case of teacher identity formation in neoliberalizing education space in contemporary India. Critical Studies in Education.
Hallsén, S., & Karlsson, M. (2019). Teacher or friend?—Consumer narratives on private supplementary tutoring in Sweden as policy enactment. Journal of Education Policy, 34(5), 631-646
Hartmann, S. (2013). Education “Home Delivery” in Egypt: Private Tutoring and Social Stratification. In M. Bray, A. E. Mazawi, & R. G. Sultana (Eds.), Private Tutoring across the Mediterranean: Power Dynamics, and Implications for Learning and Equity (pp. 57–75). Rotterdam, the Netherlands: Sense.
Hemachandra, H. L. (1982). The growing phenomena of tuition classes: The perceived reasons and some latent social factors. Sri Lanka Journal of Social Sciences, 5(2), 39-69
Hof, S., & Wolter, S. C. (2012). Nachhilfe: Bezahlte ausserschulische Lernunterstützung in der Schweiz [Private tutoring: Paid extracurricular learning support in Switzerland]. Staff Paper 8. Aarau, Switzerland: Schweizerische Koordinationstelle für Bildungsforschung.
Huang, M.-H. (2013). After-school tutoring and the distribution of student performance. Comparative Education Review, 57(4), 689-710
Hussein, M. G. A. (1987). Private tutoring: A hidden educational problem. Educational Studies in Mathematics, 18(1), 91-96
Ireson, J., & Rushforth, K. (2004). Mapping the nature and extent of private tutoring at transition points in education. Paper presented at the conference of the British Educational Research Association, Manchester, 16–18 September. Retrieved from https://pdfs.semanticscholar.org/b344/20b11b130e10f7dd5c5be6035c84ffba6737.pdf.
Jokić, B. (Ed.). (2013). Emerging from the Shadow: A Comparative Qualitative Exploration of Private Tutoring in Eurasia. Zagreb, Croatia: Network of Education Policy Centers (NEPC).
Joshi, P. (2019). Private Schooling and Tutoring at Scale in South Asia. In P. M. Sarangapani & R. Pappu (Eds.), Handbook of Education Systems in South Asia (pp. 1–20). Singapore: Springer.
Kim, S., & Lee, J.-H. (2010). Private tutoring and demand for education in South Korea. Economic Development and Cultural Change, 58(2), 259-296
Kim, T. (2004). Shadow Education: School Quality and Demand for Private Tutoring in Korea. Working paper. Seoul, South Korea: KDI Institute of Public Policy and Management.
Kim, Y. C., Gough, N., & Jung, J.-H. (2018). Shadow education as an emerging focus in worldwide curriculum studies. Curriculum Matters, 14, 8-30
Kim, Y. C., & Jung, J.-H. (2019). Conceptualizing shadow curriculum: Definition, features and the changing landscapes of learning cultures. Journal of Curriculum Studies, 51(2), 141-161
Korea, Ministry of Education, Science & Technology. (2009). ???????????: ???????? [Scheme to curb private education expenditure by improving competitiveness in public education]. Seoul, South Korea: Ministry of Education, Science & Technology.
Kuan, P.-Y. (2011). Effects of cram schooling on mathematics performance: Evidence from junior high students in Taiwan. Comparative Education Review, 55(3), 342-368
Kumon. (2020). History of Kumon. Retrieved from https://www.kumon.org/our-history.
Lee, C. J., Lee, H., & Jang, H.-M. (2010). The history of policy responses to shadow education in South Korea: Implications for the next cycle of policy responses. Asia Pacific Education Review, 11(1), 97-108
Lee, J. (2007). Two worlds of private tutoring: The prevalence and causes of after-school mathematics tutoring in Korea and the United States. Teachers College Record, 109(5), 1207-1234
Li, J. (2020). Substitution or complementation: The relationship between school education and shadow education. Best Evidence of Chinese Education, 4(1), 411-424
Liao, X., & Huang, X. (2018). Who is more likely to participate in private tutoring and does it work? Evidence from PISA (2015). ECNU Review of Education, 1(3), 69-95
Liu, J. (2017). Parents as Consumers in a Marketised Educational Environment: The Demand for Private Supplementary Tutoring at Primary and Lower Secondary Levels in China (PhD thesis). Hong Kong, China: The University of Hong Kong.
Malik, M. A. (2017). Shadow education: Evolution, flaws and further development of the term. Social Sciences and Education Research Review, 4(1), 6-29
Manzon, M., & Areepattamannil, S. (2014). Shadow educations: Mapping the global discourse. Asia Pacific Journal of Education, 34(4), 389-402
Marimuthu, T., Singh, J. S., Ahmad, K., Lim, H. K., Mukherjee, H., Osman, S., … Jamaluddin, W. (1991). Extra-School Instruction, Social Equity and Education Quality [in Malaysia]. Singapore: International Development Research Centre.
Mauritius, Ministry of Education, Culture and Human Resources. (2008). Education and human resources strategy plan 2008–2020. Port Louis, Mauritius: Author.
Melese, W., & Abebe, M. (2017). Demand and supply of supplementary private tutoring in upper primary schools of Ethiopia. International Online Journal of Educational Sciences, 9(3), 629-640
Mikhaylova, T. (2019). Shadow education—Russian edition. Presentation to the First Meeting of Asian Scandinavian Network on Shadow Education, Danish School of Education, Aarhus University, Copenhagen.
Mischo, C. (2014). Private tutoring from Bronfenbrenner’s perspective. Journal for Educational Research Online, 6(1), 117-123
Napporn, C., & Baba-Moussa, A. R. (2013). Accompagnement et soutien scolaires: L’expérience béninois. [Accompaniment and school support: The Benin experience]. Revue Internationale d’éducation de Sèvres, 62, 79-88
Ozaki, M. (2015). A Juku Childhood: Children’s Experiences in Juku Attendance and its Relation to their Well-being in Japan (PhD thesis). England, UK: University of Bath.
Pakistan. (2019). Govt bars public school teachers from private tutoring. Pakistan Today. Retrieved from https://www.pakistantoday.com.pk/2019/02/20/govt-bars-public-school-teachers-from-private-tutoring/.
Park, H., Buchmann, C., Choi, J., & Merry, J. J. (2016). Learning beyond the school walls: Trends and implications. Annual Review of Sociology, 42, 231-252
Paviot, L. C. (2015). Private Tuition in Kenya and Mauritius: Policies, Practices and Parents’ Perceptions Examined from an Ecological Systems Perspective (Doctor of Education thesis). Institute of Education, London, UK: University College London.
Rao, S. (2017). Production of an “Educational City”: Shadow Education Economy and Restructuring of Kota in India. In W. T. Pink & G. W. Noblit (Eds.), Second International Handbook of Urban Education (pp. 417–443). Dordrecht, the Netherlands: Springer.
Roesgaard, M. H. (2006). Japanese Education and the Cram School Business: Functions, Challenges and Perspectives of the Juku. Copenhagen, Denmark: Nordic Institute of Asian Studies Press.
Rohlen, T. P. (1980). The juku phenomenon: An exploratory essay. Journal of Japanese Studies, 6(2), 207-242
Runte-Geidel, A. (2014). Clases particulares en España: Implicaciones en las desigualdades educativas [Private Tuition in Spain: Its Implications for Educational Inequalities]. Revista Ibero-americana Da Educação, 64(2), 1-15
Shigwedha, A. N., Nakashole, L., Auala, H., Amakutuwa, H., & Ailonga, I. (2015). A Study of the Conditions of Schooling and the Quality of Primary Education in Namibia. SACMEQ IV Project. Windhoek, Namibia: Ministry of Education, Arts & Culture.
Silova, I., Būdienė, V., & Bray, M. (Eds.). (2006). Education in a Hidden Marketplace: Monitoring of Private Tutoring. New York, NY: Open Society Institute.
Song, K.-O., Park, H.-J., & Sang, K.-A. (2013). A cross-national analysis of the student- and school-level factors affect-ing the demand for private tutoring. Asia Pacific Education Review, 14(2), 125-139
Southgate, D. E. (2013). Family Capital: A Determinant of Supplementary Education in 17 Nations. In J. Aurini, S. Davies, & J. Dierkes (Eds.), Out of the Shadows: the Global Intensification of Supplementary Education (pp. 245–258). Bingley, England: Emerald.
Sriprakash, A., Proctor, H., & Hu, B. (2016). Visible pedagogic work: Parenting, private tutoring and educational advantage in Australia. Discourse: Studies in the Cultural Politics of Education, 37(3), 426-441
Št’astný, V. (2016). Fenomén soukromého doučování jako stínový vzdělávací systém v České republice [Private supplementary tutoring phenomenon as a shadow education system in the Czech Republic] (PhD thesis). Prague, Czech Republic: Charles University.
Št’astný, V. (2017). Challenges, pitfalls and opportunities of researching shadow education through the internet. E-Methodology, 4, 95-112
Stecher, L., Maschke, S., Klieme, E., Fischer, N., Dyson, A., … Bae, S. H. (2013). Editorial. International Journal for Research on Extended Education, 1(1), 3-4
Stevenson, D. L., & Baker, D. P. (1992). Shadow education and allocation in formal schooling: Transition to university in Japan. American Journal of Sociology, 97(6), 1639-1657
Suter, L. E. (2016). Outside school time: An examination of science achievement and non-cognitive characteris-tics of 15-year olds in several countries. International Journal of Science Education, 38(4), 663-687
Takashiro, N. (2018). Technology use and middle school students' participation in shadow education in Japan. International Psychology Bulletin, 22(4), 14-21
Tarekegne, W. M., & Kebede, M. A. (2016). Exploration of characteristics of supplementary private tutoring in elementary schools of Ethiopia. Journal of Elementary Education, 26(2), 63-81
Tomorrow Advancing Life (TAL) (2020). Combat COVID-19. Retrieved from http://freeresource.100tal.com/.
Tsiloglu, L. (2005). Τα φροντιστ?ρια στην Ελλ?δα: Η ιστορ?α και οι ?νθρωποι. [Frontistiria in Greece: History and people]. Athens, Greece: Kedros.
UNESCO IITE (Institute for Information Technologies in Education). (2020). Combat COVID-19: Keep learning. Together we are on the move!. Retrieved from https://iite.unesco.org/combating-covid-19-together-we-are-on-the-move/.
United Arab Emirates. (2019). UAE to legalise private tutoring in order to improve standards in schools. The National. 26 April. Retrieved from https://www.thenational.ae/uae/education/uae-to-legalise-private-tutoring-to-improve-standards-in-schools-1.853516
United Nations. (2015). Report of the special rapporteur on the right to education. New York, NY: Human Rights Council, United Nations. Retreived from https://www.right-to-education.org/sites/right-to-education.org/files/resource-at-tachments/UNSR_Report_HRC_Commercialisation_Education_2015.pdf
Ventura, A., Costa, J. A., Neto-Mendes, A., & Azevedo, S. (2008). Dimensão e características da frequência de explicações no 12o ano: Do local ao nacional [Dimensions and characteristics of tutoring attendance in Year 12: From local to national]. In J. A. Costa, A. Neto-Mendes, & A. Ventura (Eds.), Xplika: Investigação sobre o Mercado das Explicações (pp. 119–145). Aveiro, Portugal: Universidade de Aveiro.
Ventura, A., & Jang, S. (2010). Private tutoring through the internet: Globalization and offshoring. Asia Pacific Education Review, 11(1), 59-68
World Bank. (2005). Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education. Washington, DC: Author.
Yamato, Y., & Zhang, W. (2017). Changing schooling, changing shadow: Shapes and functions of juku in Japan. Asia Pacific Journal of Education, 37(3), 329-343
Zambeta, E. (2014). Education and social solidarity in times of crisis: The case of voluntary shadow education in Greece. Education Enquiry, 5(1), 69-88
Zhang, W. (2014). The demand for shadow education in China: Mainstream teachers and power relations. Asia Pacific Journal of Education, 34(4), 436-454
Zhang, W. (2019). Regulating supplementary education in East Asia: Lessons from shifting paradigms. Paper presented at the 63rd Annual Conference of the Comparative & International Education Society (CIES), San Francisco, USA.
Zhang, W., & Bray, M. (2017). Micro-neoliberalism in China: Public-private interactions at the confluence of mainstream and shadow education. Journal of Education Policy, 32(1), 63-81
Zhang, W., & Yamato, Y. (2018). Shadow Education in East Asia: Entrenched but Evolving Private Supplementary Tutoring. In K. Kennedy & J. C. K. Lee (Eds.), Routledge International Handbook on Schools and Schooling in Asia (pp. 323–332). London, UK: Routledge.

[1]	顾小清, 胡艺龄, 郝祥军. AGI临近了吗：ChatGPT热潮之下再看人工智能与未来教育发展[J]. 华东师范大学学报(教育科学版), 2023, 41(7): 117-130.
[2]	金金, 程天君. 普职分流政策的变迁：脉络、结构与逻辑[J]. 华东师范大学学报(教育科学版), 2023, 41(6): 26-37.
[3]	尚俊杰, 李秀晗. 教育数字化转型的困难和应对策略[J]. 华东师范大学学报(教育科学版), 2023, 41(3): 72-81.
[4]	郝祥军, 贺雪. AI与人类智能在知识生产中的博弈与融合及其对教育的启示[J]. 华东师范大学学报(教育科学版), 2022, 40(9): 78-89.
[5]	张斌贤. 儿童年龄分期：重构教育历史的概念工具[J]. 华东师范大学学报(教育科学版), 2022, 40(3): 1-9.
[6]	沈伟, 孙天慈. 中国教研员研究的历史脉络与多重视角[J]. 华东师范大学学报(教育科学版), 2021, 39(5): 116-129.
[7]	朱永新, [美]约翰·库奇（John Couch）. 技术如何释放终身学习者的潜能？——朱永新与约翰·库奇关于未来教育与学习升级的对话[J]. 华东师范大学学报(教育科学版), 2020, 38(3): 1-15.
[8]	程天君. 中国大陆教育社会学：中断与损失（1949—1979）——基于“历史的天空”之比较[J]. 华东师范大学学报(教育科学版), 2020, 38(12): 1-20.
[9]	席玮, 李莹. 青少年影子教育参与：学校群体与先赋差异——基于CEPS数据的多水平分析[J]. 华东师范大学学报(教育科学版), 2020, 38(11): 56-68.
[10]	湛中乐, 黄宇骁. 日本历史教科书问题的法理解读——以家永三郎教科书案为例[J]. 华东师范大学学报(教育科学版), 2018, 36(5): 148-160+171.
[11]	李先军. 论波克维茨的“历史化”教育史学[J]. 华东师范大学学报(教育科学版), 2017, 35(4): 99-106+137+138.
[12]	关晶. 英国和德国现代学徒制的比较研究——基于制度互补性的视角[J]. 华东师范大学学报(教育科学版), 2017, 35(1): 39-46+118.
[13]	彭虹斌. 20世纪比较教育学者的历史方法论探析[J]. 华东师范大学学报(教育科学版), 2014, 32(4): 1-7.
[14]	容中逵. 百年中国乡村学校教学变迁的历史轨迹 ——基于颐村学校教育变迁的历史人类学考察[J]. 华东师范大学学报(教育科学版), 2013, 31(3): 70-78.
[15]	孟维杰. 文化的阐释:鲁利亚文化心理观与心理学当代发展[J]. 华东师范大学学报(教育科学版), 2012, 30(2): 57-61.