《生成中的中国教育学研究》是吴黛舒教授的新作，但却是作者积三年博士、两年博士后所形成的潜心研究之功，经六年高等学校教育学研究与教学之练而完成的“薄发”之作。只因她曾是我的学生，直至今日我们的研究旨趣依然相投，且共同为生成中的“中国教育学”而努力，故只能“义不容辞”地担当起作“序”之事，尽管我是不“好”也非“善”作序者。

一读书名即可知，这不是一个小而易写的题目。近代以来，中国一代代的教育学者都不能回避这个难答的“中国教育学”问题。今天，轮到吴黛舒这样的70后出生，21世纪初成长起来的教育学新人来回答了。我在感慨这一难题在中国生命力的顽强之同时，也为作者有此碰硬的学术勇气而欣喜。

其实，作大题、难题，可虚作、浅作，也可实作、深作。吴黛舒选择了后者，这也是她写来并不轻松的原因。从全书的运思和结构来看，她是用了大力气的。全书从实存问题的性质和分析入手，明晰了研究的重点所在，继而在学科史和学术史的视野中阐发了学科危机与学科发展的关系，再进入到中国教育学的危机与发展问题的具体剖析，从而得出了当今中国教育发展需完成一系列的立场转换、研究范式转型的结论。言之理据，至此已属明白，本可终篇。但作者却把全书的终点推到另一个层面，对作者本人参与其内、参悟其中和创生其体的“生命·实践教育学”的生成态进行案例式解读。这一笔的添加和作为全书最终的落脚之处，实有可能成为添足之多，甚至招来非议。但作者选择了直面，选择了言说。在我看来，这是她想用自己的研究亲历，来说明“中国教育学”的生成之路就在脚下，同时表达她对中国教育学创生之必要与可能的真诚信念。

我毫不掩饰对吴黛舒作为一名教育学者，为中国教育学的当代发展而责任担当、真诚投入的欣赏。无疑，在她的学术生涯中还有很长的路要走，但我相信：有如此情怀和研究能力的人，不会漂浮、不会喧哗、不会摇摆，也不肯轻易止步。我更相信：中国教育学的明天，寄托于这样一批新一代教育学人的成长。

“难题”说到底由人而作，“难题”之解也只有靠肯担当和有作为的人持续努力方成。

愿作者这一次的解题，能引出更多的解题人。

叶澜

2012年5月8日

"Research on Chinese Education in Formation" is a new work by Professor Wu Daishu, but it is a "thin hair" work completed by the author after three years of doctoral and two years of postdoctoral research, and completed by six years of training in pedagogy research and teaching in colleges and universities. Just because she was my student, and to this day we still share the same research interests and work together for the emerging "Chinese pedagogy", so I can only "oblige" to take on the "order", even though I am not "good" or "good" prefacer. As soon as you read the title, this is not a small and easy topic to write. Since modern times, generations of Chinese education scholars have not been able to avoid this difficult question of "Chinese pedagogy". Today, it is the turn of a new pedagogy born in the 70s and grown up in the early 21st century like Wu Daishu to answer. While lamenting the tenacity of China's vitality of this difficult problem, I am also pleased that the author has the academic courage to confront this problem. In fact, to make big problems and problems, you can do it in fiction and shallowness, or you can do it in practice and deeply. Wu Daishu chose the latter, which is why she did not write easily. Judging from the thinking and structure of the book, she used a lot of effort. Starting from the nature and analysis of existing problems, the book clarifies the focus of research, and then expounds the relationship between disciplinary crisis and discipline development from the perspective of discipline history and academic history, and then enters the specific analysis of the crisis and development problems of Chinese education, so as to conclude that the development of education in China today needs to complete a series of position changes and research paradigm transformations. The rationale for the words has now been understood, and it could have been completed. However, the author pushes the end point of the book to another level, and provides a case-like interpretation of the generative state of "life and practical pedagogy" in which the author himself participates, understands it, and creates it. This addition and as the final foothold of the whole book may become a lot of additions, and even attract criticism. But the author chose to face it head-on and chose to speak. In my opinion, this is her desire to use her own research experience to illustrate that the road to the formation of "Chinese pedagogy" is at her feet, and at the same time express her sincere belief in the necessity and possibility of the creation of Chinese pedagogy. I have no secret of my appreciation for Wu Daishu's responsibility and sincere dedication as an educator for the contemporary development of Chinese pedagogy. Undoubtedly, there is still a long way to go in her academic career, but I believe that people with such feelings and research abilities will not float, make noise, waver, or stop easily. I believe that the future of Chinese pedagogy depends on the growth of such a new generation of educators. In the final analysis, "difficult problems" are made by people, and the solution to "difficult problems" can only be achieved through the continuous efforts of people who are willing to take responsibility and have a good impact. I hope that the author's solution this time can lead to more problem solvers. Ye Lan, May 8, 2012（AI翻译）