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1 ( 350 ) 30 EDUCA TIONAL RESEARCH No. 3,2009 General,No [ ] 30,,:, ;,;, ;,;, ;, ;, [] ;; ; [ ],, ( ) 30,,,,,,,,,, 30,,,,20,,,,, ;, [ 1 ] 30,,,,,20 80,,,,,90,,,21,,, ,,90, [ 2 ] 21, [ 3 ], 26

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10 ,,, 20 21,,,,,,,,,,,,,,,,,, 30,,,,,, : [ 1 ]. ( ) [ J ]., 1998, (12), 1999, ( 1) ( 2) ;,. [ M ]. :,2002. [2 ]. [J ]. (),1991, ( 1) ;. [J ]. (), 1994, (4). [ 3 ]. [J ].,2004, (1). [ 4 ]. [J ]., 1989, (5) (6) ;. [J ].,1989, (8). [ 5 ]. [J ]. (),1991, (2) ;,. [J ].,1992, (11) ;. [J ]. (), 1994, (4). [ 6 ],. : [J ].,1998, ( 3 4). [7 ]. [J ].,1995, (7) ;.? [J ].,1996, (3) ;. [J ]., 1997, (2). [ 8 ]. [J ]. (),2001, (1) ;. [J ].,2002, (7) ;,. [J ]. (),2004, (5) ;,. [J ]., 2006, (8). [ 9 ],. :[J ]. (),1993, (2). [10 ]. [J ].,1984, (5 6 7) ;. [ J ]., 1984, (8) ;. [J ].,1986, (5) ;. [J ].,1990, (3). [ 11 ]. [J ].,1995, (5) ;. [J ]. :,2008,5,: :, ::, : : , :: :: :,2008,5, :, :, :, :, : 35

11 ,2002, (12) ;. [J ].,2004, (2) ;. [J ]. (),2000, (6). [ 12 ]. [J ]., 2004, (2) ;,. [J ].,2004, (7) ;. [J ].,2005, (2). [13 ]. [J ].,2001, (4). [ 14 ]. [J ]., 2002, (9). [ 15 ]. [J ]. (),2001, (2) ;. : [J ].,2002, (10) ;. [J ].,2002, (6) ;. [J ].,2003, (11). (9). [16 ],. [J ].,2003, [ 17 ]. [ A ].. [ C]. :, [18 ]. [J ].,2004, ( 5) ;. [J ]., 2004, (5) ;,. : [J ].,2005, (11). [ 19 ]. [J ]. (),2002, (3). [ 20 ]. [J ].,1999, (4). [21 ]. [J ].,2004, (1). [ 22 ]. [J ].,2006, (1). [23 ]. [J ].,2005, (3) ;,. [J ].,2005, (4). [ 24 ]. [J ].,1997, (5). [25 ]. [J ].,2005, (13). [ 26 ] [ 27 ]. [J ]. (),1991, ( 3). [28 ]. [J ].,1984, (8). [ 29 ],. [J ].,1984, (8). [30 ]. [J ].,1994, (4). [ 31 ]. [J ].,2007, (2). [ 32 ]. [J ].,2005, (1).,1999. [ 33 ]. [ M ]. : Pedagogy Research in the Past 30 Years of Reform and Opening Up Zhen g J i nz hou Abstract : In the past 30 years of reform and opening up, pedagogy research in China has seen remarkable progress, mainly showing that the basic issues of pedagogy have obtained in2depth exploration ; some new categories have entered the research field ; the branch disciplinary f ramework of pedagogy has been basically shaped and curriculum theory is sud2 denly coming to the fore ; the basic theoretical basis of pedagogy has been further expanded and complex science is being concerned ; the relationship of bilateral interaction between educational research and educational practice has been gradual2 ly formed, and the function of educational consulting service is being strengthened ; the international view of pedagogy re2 search has been gradually broadened, and the local educational theoretical school is on the tip of our tongues ; the teaching materials system of pedagogy is rich and colorf ul and there is no more unified teaching materials on pedagogy ; the research methods of pedagogy have been notably characterized by diversity, and action research and narrative research, etc. are growing vigorously. Key words : reform and opening up, pedagogy research, educational theory, educational practice Author : Zheng Jinzhou, Director, professor and doctoral supervisor at Research and Development Section of China Executive Leadership Academy Pudong, senior researcher at Basic Educational Reform and Development Research Institu2 te, East China Normal University ( Shanghai ) [ :] 36

; ; ; ()1978~1985 : 1978~1985 : ( ) : % 73.9% 176.4% 87.8% 2.97 [1] 15.5% 1978~ % 14.8%

; ; ; ()1978~1985 : 1978~1985 : ( ) : % 73.9% 176.4% 87.8% 2.97 [1] 15.5% 1978~ % 14.8% Practice Exploration and Theoretical Innovation of China s Poverty Alleviation: 1978~2016 : 100875 Zhang Qi Feng Danmeng Abstract: Since the Reform and Opening -up China s poverty alleviation system is