As the first stage of the development of comparative education, the reference era is marked by Julian's "Outline and Preliminary Opinions on Comparative Education" published in Paris Education magazine in 18 17, and the word "comparative education" is officially used for the first time in the book. Other important comparative educators who draw lessons from the times are Victor Cousin of France (1792 ~1867)1831year. As a foreign education information investigator, Cousin was ordered by the French Minister of Education to inspect the education in Prussia, and wrote the investigation results into a report on public education in Prussia. HoraceMann (1796 ~ 1859), inspector general of education in Massachusetts, USA, wrote a book after returning from an inspection tour in Europe in 1842.

This famous seventh year report. This is a report submitted after a six-month investigation on education in European countries.

The main purpose of comparative education research at this stage is to introduce foreign educational experience by visiting and investigating other countries and use it as a reference to improve their educational system.

At that time, people thought it was completely feasible to transplant the education system of one country to another, so all countries actively sent experts abroad to learn from countries with advanced education in order to use it for us, so comparative education came into being and developed. However, most of the investigations in this period were superficial and encyclopedic; It often ignores the connection between education in other countries and local planning life, and ignores the in-depth discussion on the feasibility of educational experience in other countries.

————————————————————————————————————-

The first half of the 20th century is the second stage of comparative education research and the formation stage of comparative education discipline. The characteristic of methodology is factor analysis, which is also called the era of factor analysis.

The era of factor analysis began with a paper published by Saddler, a British comparative educationist (1861~1943), "What valuable things can we learn from the study of educational systems in other countries? "As a symbol.

Saddler, a British comparative educationist, wrote a 28-volume special report on education, which was published in 1897- 19 14. These reports describe the education situation in European countries, the United States and Britain in detail, analyze the social and cultural background of education in different regions, summarize the educational experience and point out the development trend of education. He believes that it is wrong to study education in isolation, and we must attach importance to the cultural background of education and study various factors that determine the education system. He also put forward the concept of national characteristics to illustrate the thought and practice of education, and emphasized that the purpose of learning foreign experience is to improve the educational system of his country. Condell, an American comparative educator, was deeply influenced by Sadr, and his research work more typically reflected the characteristics of comparative education in the era of Ding Factor Analysis. Friedrich schneider of Germany (1881~1974) and Hans of Britain (1888 ~1969) are also representatives of factor analysis comparative education.

————————————————————————————————————————

From 1950s to now, it is the third stage of comparative education research, which is a stage of vigorous development of disciplines, and its methodological feature is comprehensive research, also known as "the era of social science methods". In the era of social science method, comparative education has made great progress in the world, which is mainly manifested in the rapid expansion of research scale, the emergence of research methods, the emergence of a large number of research results and the expansion of research fields.

Only from the research methods can we see the diversity of research methods of comparative education in the era of social science methods.

In this stage of comparative education research, in addition to historical methods, various social science research methods are also used. In the book Comparative Methods in Education, Beredi thinks that the study of comparative education should be divided into four stages.

(1) description. The main task is to describe the educational systems and practices of various countries. To this end, it is necessary to collect extensive information from the beginning to understand the actual situation of education in various countries. There are two ways to collect information: reading materials and direct observation, the most important of which is to go abroad directly for inspection.

(2) explanation. The main task is to explain what we have learned about education so as to understand not only what things are like, but also why things are like that. Therefore, it is necessary to analyze various factors that affect education. The analysis should use the research results of sociology, psychology, economics, statistics and other related disciplines.

(3) tied. The main task is to sort out the materials of the countries to be compared in a comparable form, determine the comparison model and formulate the comparison standards. Then further analyze the data and put forward the hypothesis of comparative analysis.

(4) comparison. The main task is to make a comprehensive comparative study of the materials listed in the third stage, verify the assumptions put forward in the third stage, and then draw some conclusions.

Noah and Eckstein in the United States are considered as typical examples of applying social science methods in comparative education research. In their book Scientific Exploration of Comparative Education, they put forward the scientific method of comparative education research by analyzing the historical development of comparative education and the general methods of scientific research. They believe that the general procedures of modern scientific research are hypothesis, quantitative determination, reference research and theoretical analysis. Accordingly, they proposed that the research procedure of comparative education should be:

(1) Identify the problem; (2) put forward a hypothesis; (3) Clarify the concept (propose indicators); (4) choose examples; ⑤ Collect data; ⑥ Organize data; ⑦ Explain the results.

Since 1970s, the viewpoint of comparative education research has changed fundamentally. Conflict theory and dependency theory came into being, and some new critical paradigms came into being. These studies are carried out from both macro and micro perspectives. In addition, the internationalization of education is a reflection of the internationalization of education and the globalization of educational issues in recent years. Comparative pedagogy is originally a subject that studies education from the perspectives of different countries. However, with the globalization of all aspects of the development of the international society, the phenomenon of education is increasingly showing the characteristics of globalization. Therefore, the research field of comparative education has also begun to expand from the general comparison of education in different countries to the overall investigation and study of some global educational phenomena and problems.

——————————————— Choose Baidu Encyclopedia Comparative Education.