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. At this stage, international educational organizations were established one after another. 195 1 year, UNESCO established Hamburg Institute of Education; 1956, the international association for evaluation of educational achievements was established; 1963 institute of international educational planning affiliated to UNESCO; 1968 education research and innovation center affiliated to the united nations organization for economic cooperation and development. The establishment of these international educational research institutions provides organizational convenience for carrying out transnational comparative education research.
1968, the Committee of the International Society for Comparative Education was established, and its first congress was held in Ottawa on 1970, and its name was changed to the Council of the World Society for Comparative Education. So far, the Federation has held nine general meetings. In addition to historical methods, 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 put forward that the research procedure of comparative education should be: ① to determine 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.
In the book "Schools in Other Countries and Our Schools-Contemporary Comparative Education", Edmund King of Britain put forward many new ideas on the purpose, content and methods of comparative pedagogy:
1) attaches great importance to the historical background of education. He divided the development of science and technology into three stages according to the historical development stages of pre-industrial society, industrial society and post-industrial society divided by bourgeois historians, and put forward the teaching mode corresponding to these three stages. He believes that the west is now in the development stage of post-industrial society, which is the so-called information society. Education is the center of social, political and economic activities and plays a guiding role in political, economic and social decision-making; After pure science and applied science, social science plays an important role in educational research.
2) According to the contents, methods and purposes of comparative education, it is emphasized that the research of comparative education should contribute to the decision-making and action of major educational issues at present. He disapproves of the singleness of the contents and methods of comparative education, and advocates that the methods of comparative education mainly depend on the purpose of research. He divided the research of comparative education into three levels, and the research contents and methods of each level were different. The first level is comparative education for beginners, the main purpose of which is to have a general understanding of education in various countries. In this paper, the educational background and system of various countries are comprehensively introduced by means of regional research. The second level is the cross-cultural analysis and research on those who have a little foundation in comparative education and the special problems that appear repeatedly in educational work. The third level is the researchers of comparative education, who focus on the practical problems of educational reform and make contributions to educational decision-making, and adopt the research method of multidisciplinary cooperation with philosophers, economists, sociologists and political scientists.
3) Comparative analysis in comparative education emphasizes comparability, puts forward the framework of comparative analysis, and makes comparative analysis from three levels: concept, system and implementation.
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. At this stage, due to the rapid expansion of the research team and the diversification of research methods, many research results have emerged.
1962 the international association for the assessment of educational achievements published a research report on the educational achievements of thirteen-year-old children in twelve countries, 1967 published an international study on mathematical achievements: a comparison of twelve countries. Since the mid-1990s, UNESCO has published several volumes of international education surveys and statistics, such as the World Education Survey and the Education Yearbook.
65438-0954 The International Education Review sponsored by UNESCO Hamburg Institute of Education was founded. Periodicals of comparative education in various countries, such as American Review of Comparative Education (founded in 1957) and British Comparative Education (founded in 1964), also published many papers and materials on comparative education research during this period. The authority of the latter two magazines in the field of comparative education is still widely recognized.
During this period, scholars of comparative education all over the world published many monographs and papers on comparative education. In addition to the above works, the famous ones are Modern Education by Kramer and Brown, Introduction to Comparative Education Research by Mallinson, Education in Various Countries by ulich, Comparative Education by hilker, Tradition and Change of Education by Caraza Meier and Masiaras, and World Education and Comparative Education by Ethan. Epstein's exploration on the internationalization of comparative education: a report on the World Federation of Comparative Education Societies, Altbach's Comparative Education, Altbach's New Methods of Comparative Education, Combs's World Education Crisis-Views in 1980s, Scrivo's Theory and Methods of Comparative Education, Postler Sievert's Encyclopedia of Comparative Education and National Education System and Hall's.
At this stage, the development of comparative education is also manifested in the following three aspects: first, the distribution of comparative education research in the country has expanded; Secondly, during this period, the academic organizations of comparative education research continued to develop and began to form an international research network; Third, educational comparative research projects funded and organized by some international organizations and consortia, such as UNESCO, the World Bank and the Ford Consortium, continued, some of which involved researchers from third world countries.