The extensive social connection and multi-level characteristics of lifelong education require us to pay attention to strati-fication in research,so as to help researchers rationally position research questions,select appropriate theoretical perspectives and research methods,propose feasible research programs,and improve the quality of lifelong education research.Based on the general analysis of educational science research,combined with the overall understanding of the development background of life-long education in China,the paper makes an exploratory response to"what kind of lifelong education research we need"from the perspective of stratification.The research on lifelong education at the macro level is very important,which needs to be strength-ened simultaneously in three aspects:the change of social form,national education strategy and regional education development,and pay attention to promoting the strategic development of lifelong education from an international perspective under the latest trend of education opening to the outside world in the new era and institutional opening up.The research on lifelong education at the middle level is relatively weak,so it is suggested to expand the research object,obtain realistic data,analyze the middle-level organization order with the characteristics of the times and local characteristics,and analyze the operating mechanism of learning in it.The micro-level lifelong education research has both traditional basis and modern new development.It is suggested that on the basis of understanding the excellent traditional learning and education culture,the field innovation research of lifelong educa-tion with local temperament should be carried out at the individual,family and team levels.Advocating stratification does not ex-clude cross-level and nested research on lifelong education.On the contrary,it helps to better reveal the richness and complexity of lifelong education,and improve the quality of research in the process of combining stratification and synthesis.
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