目前正在进行的历史课程、教材的改革,标志着我国历史教改正在扎扎实实地深入开展。于此同时,对历史教育的研究也提出了更高的要求。以历史教学全过程为研究对象的历史教学法,无法涵盖历史教育的全部内容,且在理论的探索上也似嫌不足。因此,加强学科(历史)教育的研究已成必然之势。从已出版并将陆续问世的各具特色的《历史教育学》专著看,对该学科的研究已受到重视并取得一定的成果。然而,历史教育学的内容构成十分庞大,要使该项研究进一步深入,需分出更细的分支学科,并形成系列。在新学科的基础上再进一步分化,重新组合,形成更新的学科,如比较历史教育学、中外历史教育史,历史教育心理学以及历史教育课程论、教学论、学习论等等,以适应发展中的历史教 The reform of history courses and teaching materials currently underway indicates that our country’s history education reform is being carried out in depth and in depth. At the same time, the research on history education also put forward higher requirements. The historical teaching method, which takes the whole process of history teaching as its research object, cannot cover the whole content of history education, and it seems to be insufficient in the exploration of the theory. Therefore, it has become an inevitable trend to strengthen the study of discipline (history) education. From the monograph of “Historical Pedagogy,” which has been published and will come out one after another, the research on this subject has received attention and achieved certain results. However, the composition of historical pedagogy is very large. To further deepen this research, it is necessary to separate more detailed branches and form a series. On the basis of new disciplines, they will further differentiate and regroup to form newer disciplines, such as comparative historical pedagogy, history of Chinese and foreign history education, history education psychology, and history education curriculum theory, teaching theory, learning theory, etc., in order to adapt to development. Chinese history teaching