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The contemporary world is undergoing extensive and profound changes, and so is China. The most significant reality is this: both the world and China are in a constant state of change, a reality experienced by every individual. This transformation also constitutes the primary context for theoretical and practical innovation across academic disciplines. In the process of seeking connections between history and reality, and between theory and practice, research on the history of Chinese education under these sweeping social changes has gradually developed a greater sense of disciplinary self-awareness and theoretical thinking, calling for a shift in research paradigm and corresponding practice. Social changes originate from shifts in conceptual understanding. Changes in educational historiography also arise from evolving conceptions of the educational history. The conception of educational history refers to the general understanding of practice activities in the educational past, which reflects the view and vision through which educational history is interpreted. At its core, changes in educational historiography reflect changes in the views and visions of educational historians. Chinese educational history research has long been guided by historical materialism. In contemporary times, practical materialism is the conception of history in Marx’s philosophy of praxis and represents a further development of historical materialism. Practical materialism advocates that history should be understood based on practice and life. Through the exploration of issues concerning history itself, it integrates historical and contemporary perspectives, bridging the past and the present, thereby completing the historical construction of educational activities.