【摘要】：邊疆教育是指民國(guó)時(shí)期少數(shù)民族地區(qū)針對(duì)少數(shù)民族進(jìn)行的教育。相對(duì)于普通教育,邊疆教育由于其針對(duì)的對(duì)象是少數(shù)民族而具有特殊性,也正因此,普通教育的法律規(guī)定一般難以涵蓋邊疆教育的復(fù)雜情況。由于種種原因,歷史上邊疆教育一直十分落后。南京國(guó)民政府時(shí)期出于時(shí)局需要,國(guó)民政府把邊疆教育納入議事日程,制定了大量特別針對(duì)邊疆民族地區(qū)教育的法律法規(guī)以及相關(guān)規(guī)范性文件,推動(dòng)邊疆教育發(fā)展。在這一時(shí)期,邊疆民族教育體系初步建立,近代少數(shù)民族教育也肇始于此。但是,任何制度的草創(chuàng)都是在探索中不斷前進(jìn)的,國(guó)民政府時(shí)期的邊疆教育立法,有一定程度的發(fā)展,同時(shí)也存在很多缺憾,本文的目的就是在綜合研究國(guó)民政府對(duì)邊疆教育立法及相關(guān)措施的基礎(chǔ)上,總結(jié)其經(jīng)驗(yàn)和教訓(xùn),試圖為當(dāng)今民族教育的發(fā)展提供一些有益的借鑒。 第一章通過對(duì)“邊疆”及“邊疆教育”等概念的涵義進(jìn)行闡述,限定了文章的研究范圍,為全文的拓展做了一個(gè)理論鋪墊。同時(shí)對(duì)現(xiàn)在已有相關(guān)南京國(guó)民政府時(shí)期邊疆教育立法的研究做了大致的梳理,認(rèn)為現(xiàn)有成果缺少從法律史角度的研究與探討,存在問題與不足,進(jìn)而提出本研究的學(xué)術(shù)意義及價(jià)值。 第二章從立法主體不同角度,對(duì)南京國(guó)民政府時(shí)期相關(guān)機(jī)構(gòu)制定的有關(guān)邊疆教育的規(guī)范性文件做了整理與歸納,主要包括國(guó)民黨會(huì)議決議案,教育部與蒙藏教育委員會(huì)制定的規(guī)范性文件和其他機(jī)關(guān)制定的規(guī)范性文件。由分析得出在南京國(guó)民政府的立法體制下,邊疆教育立法效力層級(jí)清晰,初成體系,但由于邊疆教育歷史基礎(chǔ)薄弱,時(shí)局動(dòng)蕩以及人力物力的限制,其邊疆教育的立法體制尚不夠完整,立法任務(wù)并未完成。 第三章對(duì)南京國(guó)民政府時(shí)期邊疆教育立法的主要內(nèi)容做了系統(tǒng)的闡釋。南京國(guó)民政府在推進(jìn)邊疆教育過程中,始終貫徹統(tǒng)一方針,以三民主義為教育宗旨,大力培養(yǎng)國(guó)族意識(shí),發(fā)展教育的具體措施時(shí)注意緊密結(jié)合邊疆地區(qū)的特點(diǎn)與需要。并且通過一系列法令、法規(guī),制定詳細(xì)計(jì)劃,完善蒙藏教育司和邊疆教育委員兩大邊疆教育管理機(jī)構(gòu)設(shè)置,從經(jīng)費(fèi)、師資、學(xué)生優(yōu)待、教材編譯和視導(dǎo)監(jiān)督等方面設(shè)立和健全相關(guān)制度,保障邊疆教育順利發(fā)展。 第四章結(jié)合具體內(nèi)容主要總結(jié)了南京國(guó)民政府時(shí)期邊疆教育立法的始終貫徹三民主義,立法形式靈活和內(nèi)容完整覆蓋面廣的特點(diǎn),認(rèn)為南京國(guó)民政府時(shí)期邊疆教育立法重視以法施教,尊重少數(shù)民族地區(qū)特殊情況,并能夠建立有效的保障和監(jiān)督機(jī)制。并結(jié)合中國(guó)實(shí)際,總結(jié)歷史經(jīng)驗(yàn)與教訓(xùn),探討南京國(guó)民政府時(shí)期邊疆教育立法對(duì)當(dāng)前發(fā)展民族教育立法的借鑒意義和啟示。
[Abstract]:Frontier education refers to the education of ethnic minorities in minority areas during the period of the Republic of China. Compared with general education, frontier education has its particularity because it is aimed at ethnic minorities. Therefore, the legal provisions of general education are difficult to cover the complicated situation of frontier education. For various reasons, frontier education has been very backward in history. In the period of Nanjing National Government, due to the need of the current situation, the National Government put the frontier education into the agenda, formulated a large number of laws and regulations and related normative documents, especially for the education of the ethnic minority areas in the border areas, to promote the development of education in the border areas. In this period, the borderland ethnic education system was initially established, and the modern minority education began here. However, any institutional innovation is constantly advancing in the process of exploration. The frontier education legislation in the period of the National Government has developed to a certain extent, and at the same time there are many shortcomings. The purpose of this paper is to sum up the experiences and lessons of the National Government on the basis of the comprehensive research on the legislation and related measures of the frontier education, and to try to provide some useful reference for the development of the national education today. The first chapter elaborates the meaning of the concepts of "frontier" and "frontier education", limits the research scope of the article, and makes a theoretical foundation for the development of the full text. At the same time, the author has made a general combing of the existing research on the education legislation of the border area in the period of Nanjing National Government, and considered that the existing achievements are lack of research and discussion from the angle of legal history, and there are problems and shortcomings. Then the academic significance and value of this study are put forward. In the second chapter, from different angles of the legislative subject, the normative documents on frontier education made by the relevant institutions during the period of Nanjing National Government are sorted out and summarized, mainly including the resolution of the KMT conference. The normative documents formulated by the Ministry of Education and the Mongolian and Tibetan Education Commission and the normative documents formulated by other organs. From the analysis, it is concluded that under the legislative system of the Nanjing National Government, the level of legislative effect of the frontier education is clear and the initial system is formed, but due to the weak historical basis of the frontier education, the current situation is turbulent and the human and material resources are limited. The legislative system of the frontier education is not complete, and the legislative task has not been completed. The third chapter systematically explains the main contents of the frontier education legislation in the period of Nanjing National Government. In the course of promoting education in the frontier areas, the Nanjing National Government has always carried out the unified policy, taking the three people's principles as the educational purpose, vigorously cultivating the national consciousness, and paying close attention to the characteristics and needs of the frontier areas when developing the concrete measures of education. And through a series of decrees, laws and regulations, drawing up detailed plans, perfecting the establishment of the two major borderland education management institutions, namely, the Mongolian and Tibetan Education Department and the Frontier Education Commission, from the perspective of funding, teachers and students' preferential treatment. Set up and perfect the related system in the aspects of textbook compilation and visual supervision to ensure the smooth development of frontier education. The fourth chapter mainly summarizes the characteristics of the three people's principles, flexible legislative form and wide coverage of the content of the education legislation in the border areas during the Nanjing National Government period. It is believed that the education legislation in the border areas during the period of the Nanjing National Government attached importance to teaching by law, respected the special conditions of minority areas, and could establish an effective guarantee and supervision mechanism. Combined with the reality of China, this paper sums up the historical experience and lessons, and probes into the reference significance and enlightenment of the frontier education legislation in the period of Nanjing National Government to the current development of the national education legislation.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：D929

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