China's educational science came into being and developed synchronously with China's modern educational system. At the beginning of the 20th century, China introduced the western academic system and western courses. With the establishment of normal education in China, educational science was born in China. 1920 Beijing Normal University established the Education Research Department for the first time, specializing in educational theory and training bachelor of education, offering 24 courses including pedagogy, psychology, philosophy, aesthetics, educational history, teaching method principles and educational practice. 65438-0932 Beijing Normal University established the School of Education, specializing in educational research and training educational research talents. In the 1920s and 1930s, with American scholars such as Dewey and Meng Lu coming to China to give lectures, China's educational research once flourished. After liberation, China carried out a one-sided policy of learning from the Soviet Union, and educational science was based on the Soviet Union, criticizing and abandoning all western educational theories. Since then, Soviet pedagogy has ruled the country. 1958, China began to advocate the establishment of his own pedagogy and criticized the Soviet pedagogy (commonly known as Kailov pedagogy). However, due to the interference of "Left" thoughts, China's own pedagogy was never really established. After the "Cultural Revolution", under the premise of ideological emancipation, the educational theory circle brought order out of chaos, and China's educational science ushered in the spring, which was rebuilt and developed vigorously. In the past 30 years of reform and opening up, the development of educational science in China has roughly experienced the following stages. The first stage, from the late 1970s to the early 1980s, was a period of bringing order out of chaos. On May 24th, 1977, when talking with Wang Zhen, Deng Liqun and Yu Guangyuan, Deng Xiaoping proposed to "respect knowledge and talents". 1978 March 18, Deng Xiaoping pointed out in his speech at the opening ceremony of the National Science Conference that "science and technology are productive forces" and intellectuals "have become a part of the working class itself"; On April 22nd of the same year, Deng Xiaoping criticized the "two estimates" in his speech at the National Education Work Conference (the estimate that "the education front was ruled by the black line in the seventeen years after the founding of the People's Republic of China and intellectuals were bourgeois intellectuals" concocted by the Gang of Four), and the educational thought was liberated. 1978, Yu Guangyuan, then vice president of China Academy of Social Sciences, pointed out at an education forum that although education has superstructure, it cannot be said that education is superstructure. Later, his speech was published in the third issue of Academic Research (1978) with the title of "Paying Attention to Cultivating People". This has caused a great discussion about "the essence of education". This kind of discussion was first launched in educational research and lasted for more than ten years. He has published more than 300 papers and many important articles in this journal. Although this discussion did not reach a unified understanding of the essential attributes of education, it greatly emancipated the mind and gained a more comprehensive understanding of education. For a long time, education has been regarded as a tool of class struggle and political struggle. Through discussion, we gradually realize that education is an activity to cultivate people, a necessary condition and a need for people's development. Education has not only political function, but also economic function, national defense function, cultural function and so on. Education should serve the material and spiritual civilization of society. Therefore, education has two functions of promoting human development and social development, and education promotes social development by promoting human development. Only when individuals develop can they serve social development. The essence of education is to inherit culture, innovate knowledge and promote human development. Of course, this understanding cannot be accepted by everyone at once. During the period of 1980, the author delivered a speech entitled "Modern Production and Modern Education" at the summer lecture for university cadres jointly organized by China Education Society and Beijing Higher Education Bureau, and put forward the view that "modern education is the product of modern production, and the combination of education and productive labor is the universal law of modern education". This view has been criticized by some people to 199 1. At that time, it was mentioned that education should promote human development, which was criticized as bourgeois humanism. It can be seen that the change of educational concept is not easy. However, in the first stage, under the background of national ideological emancipation, it broke through the shackles of thought and laid the foundation for the prosperity of educational science later. The establishment of the Office of the National Leading Group for Educational Science Planning, the establishment of the China Education Society and the restoration of the National Institute of Educational Science indicate that China's educational science has embarked on a planned and organized development track. The second stage is from the 1980s to the mid-1990s, which is a period of introducing and learning western educational theories and experiences. Reform and opening up is like waking up, opening the window and discovering that the outside world is so colorful. The 1960s was an era of great development and change in world education, and also an important historical period of world education modernization. Unfortunately, at that time, China was in the "Cultural Revolution" and knew nothing about the great changes in world education. After the reform and opening up, our vision was opened, so we began to actively introduce foreign educational ideas, educational contents and educational methods. One of the earliest books introduced was the educational report "Learning to Live —— Today and Tomorrow in Education" published by UNESCO 1972. The book points out that due to the rapid development of science and technology and social changes after World War II, human beings began to enter a learning society, and lifelong education became necessary for people's survival. At first, the views of this book were not taken seriously by China's educational circles, but were recognized and taken seriously after China's economic transformation in the 1990s, and were written into the Outline of Education Reform and Development in China and the Education Law of the People's Republic of China. In fact, "lifelong education" is not only an important educational trend of thought, but also an inevitable trend of modernization and human development. Why is our understanding 30 years later than that of developed countries? This is because China was basically in the era of small-scale peasant economy in 1970s, and with the planned economy system, it has not experienced the transformation of large-scale industrial production, so it is difficult to understand the importance of lifelong education in modern society. It was not until the mid-1990s that China's industrial modernization was greatly improved, the planned economy was transformed into a socialist market economy, and the production technology was constantly changing, which caused the educational circles to pay attention to the idea of lifelong education. Comparative educators play an important role in introducing foreign educational experience. 1In August, 1977, the Ministry of Education held a symposium on foreign education in Beidaihe to discuss the development of foreign education research and make plans. From July 5, 1978 to July 5, 1978, the first national symposium on foreign education was held in Beijing Normal University. This can be said to be the first academic conference held by the education sector after the reform and opening up. Under the impetus of this conference, a number of books introducing foreign education experiences were published, among which the more important ones are Foreign Education Series (35 volumes), Education in Six Countries, Education in Twenty Countries, and Education in USA Today. 1980 with the approval of vice premier yi of the same hospital, the foreign education trends (later renamed comparative education research magazine) was released to the public. This issue mainly introduces the educational systems and experiences of reform and development in six developed countries, including the United States, the Soviet Union, Britain, France, Germany and Japan, and introduces various educational concepts. There are four most popular educational thoughts in China, namely, zankov's developmental teaching theory and Suhomlinski's "harmonious education" thought, Bruner's structuralist education theory and Bloom's mastery learning theory. In addition, Piaget's developmental psychology theory is introduced. The most noteworthy thing about the introduction of foreign advanced education is that 1977, Deng Xiaoping instructed "to introduce foreign teaching materials and absorb useful things from foreign teaching materials". At that time, when foreign exchange was in short supply, with the approval of Deng Xiaoping, the central government allocated100,000 US dollars to buy a large number of textbooks from the United States, Britain, Germany, France, Japan and other countries, which effectively promoted the modernization reform of curriculum and textbooks in China. [2] The third stage is after the mid-1990s, when the educational circles in China started to go their own way independently and founded the educational theory system with China characteristics. 1983, Deng Xiaoping wrote an inscription for Beijing Jingshan School: "Education should face modernization, the world and the future". The inscription pointed out the direction for the development of education in China. During the period of 1993, the Central Committee of the Communist Party of China and the State Council issued the Outline of Education Reform and Development in China, clearly proposing to build the education system in Socialism with Chinese characteristics. Under the guidance of the policy of "three modernizations", the national education department has carried out theoretical research and various experimental studies. During this period, the focus of educational theory circles focused on the relationship between education and socialist market economy, educational structure reform, educational system reform, educational modernization, quality education, student-oriented education and so on. In educational practice, many regions and schools have carried out the "three-oriented" comprehensive reform of happy education, harmonious education, successful education, subject education, new education and new basic education, and achieved fruitful results. Educational science has made great progress in this period. Pedagogy began to be divided into many branches, such as preschool education, primary education, special education, higher education, adult education, vocational and technical education and so on. Based on the problems in the process of education, curriculum theory, teaching theory and moral education theory are established. The combination of pedagogy and other disciplines has produced many new disciplines, such as educational economics, educational sociology, educational technology and educational management. Educational science is no longer a unified pedagogy, but a group of educational disciplines, showing a colorful situation in which a hundred schools of thought contend and a hundred flowers blossom. It is worth mentioning that the magazine 1979, initiated by Dong Chuncai, the old director of the National Institute of Educational Sciences, has played an important role in promoting the development of educational research and the growth of educational research talents in China. From the three stages of the development of educational science in the past 30 years of reform and opening up, we can see that ideological emancipation is always the premise of the development of educational science, and the change of educational concepts is the driving force for the development of educational science. From "education is a tool of proletarian dictatorship" to "rejuvenating the country through science and education" and "education first"; From "education is a tool of class struggle" to "people-oriented" and "educational equity is the foundation of social equity", this change of concept has greatly liberated the thoughts of educational theorists and promoted the prosperity of educational science.