自1994年9月始，“新基础教育”经历了5年（1994年9月——1999年5月）的“探索性研究”，继而又开展了5年（1999年9月——2004年5月）的“发展性研究”，用总计10年的时间走完了从问题提出，到成果形成，进而推广、应用和提升、发展的相对完整的研究全程，初步完成了对中国当代学校教育转型、教育理论转型和教育研究路径转型的探讨。在本文中，作者以一个身处转型社会中，又用专业研究行为对社会转型在教育领域作出积极回应者的身份，将自己在“新基础教育”研究中的思索、策划、行动、体悟等主观状态，作一个思想笔记式的回望。说明“新基础教育”研究的缘起，既有个人近10多年在教育基本理论、教育研究方法论和教育学科元研究等方面的理论积淀，还有为期三年的实地研究经验以及对20世纪末中国社会变革性质的深度思考。作为一项教育理论与教育实践的重建性研究，“新基础教育”研究在探索性阶段，把目标重建作为理论起点，把实施九年义务教育的学校作为实践研究的总单位，把以班级为组织单位内的教育、教学改革和整个学校的管理改革作为学校内部试验改革的项目选择，把怎样处理理论研究与实践研究的关系、理论工作者与实践工作者的关系作为方法论核心问题。进入发展性阶段，作者加强了理论与实践的重建性研究，多了一份探索当代中国教育研究本身转型的自觉，生命价值也成为自己新的学术生命中不再舍弃的价值取向，并把“研究性变革实践”作为理论与实践结合载体和新型研究方式，在此过程中，作者也获得了从实践中生成理论的能力和实践滋养精神、孕育新理论的体验，进而提出为创建生命•实践教育学派而努力的专业继续发展的目标。

The New Basic Education, which was initiated in September 1994, has undergone a five-year Exploratory Research (from September 1994 to May 1999) and a five-year developmental Research (from September 1999 to May 2004). Thus in the last ten years we have accomplished the relatively complete research procedure, including the presentation of the problems, the formation of the results and then the diffusion, application, perfection and development of the research. So far, we have preliminarily finished the exploration of the transformation of the contemporary schooling, educational theories and research approaches in China. The author, who lives in a transforming society and who, with her professional research, responds actively to the transformation of society in education, presents in this paper a retrospect of her subjective state, such as the thinking, devising, action and understanding in the New Basic Education Research, accounting for the origin of the New Basic Education Research, which includes not only the theory accumulation of the basic educational theory, methodology of educational research and meta-research educational disciplines in the past ten years, but also the experience of the on-the–spot research in the past three years as well as a profound reflection on the nature of the social transformation at the end of the 20th century in China. In the exploratory stage, the New Basic Education Research, a reconstructive research on educational theory and practice, regards the reconstruction of educational objective as its theory starting point, viewing the schools providing nine-year compulsory education as the total unit for the practical research, and chooses the schooling in classrooms, the instruction reform and the school management as the items of the internal experiment and reform of the schools. As for the essential question of methodology, the research lies in how to deal with the relations between theoretical research and practical research and the relation between the theoretical researchers and the practical researchers. In the developmental stage of the research, the author has enhanced the reconstruction research of theory and practice, and heightened her awareness of the exploration of the transformation of the contemporary Chinese educational research itself and meanwhile the value of life has become her own and consistent value orientation in her new academic life and she takes the “Researching Reform Practice” as the carrier of the combination of theory and practice and her new research approach. During this course, the author has acquired the ability of generating theory from practice, the spirit of practice and the experience of formulating new theories, and hence sets up her objective of her professional continuous development —— to do her utmost to establish the Life & Practical Education School of Thought.