本文選題：抗戰(zhàn)期間 + 高等師范教育�。� 參考：《南京大學(xué)》2017年碩士論文

【摘要】：從"高師改大"運(yùn)動(dòng)之后,中國(guó)的高等師范教育事業(yè)就逐漸進(jìn)入低谷時(shí)期,造成中等學(xué)校師資數(shù)量不足、質(zhì)量不高、"實(shí)學(xué)"與"教學(xué)"嚴(yán)重脫離等問(wèn)題。盡管20世紀(jì)二三十年代,教育部曾進(jìn)行過(guò)多次努力,試圖改變這種局面,但最終均以失敗告終。全面抗戰(zhàn)爆發(fā)后,中學(xué)合格師資數(shù)量不足的問(wèn)題進(jìn)一步凸顯,促使國(guó)民政府教育部不得不對(duì)認(rèn)真對(duì)待這一問(wèn)題。1938年陳立夫就任教育部長(zhǎng)之后,就立即著手對(duì)高等師范教育進(jìn)行整改,要求在全國(guó)范圍內(nèi)設(shè)立6所國(guó)立師范學(xué)院,中央大學(xué)師范學(xué)院就是其中之一。中央大學(xué)由于具備從南京高等師范學(xué)校到中央大學(xué)教育學(xué)院二十多年的師資、設(shè)備等方面的積累,所以在教育學(xué)院改設(shè)師范學(xué)院的過(guò)程中,相比較其他5所學(xué)校進(jìn)行的更加順利,也為此后教學(xué)活動(dòng)的開展提供了相對(duì)穩(wěn)固的基礎(chǔ)。1938年6所國(guó)立師范學(xué)院建立之后,此后教育部又陸續(xù)設(shè)立了 5所師范學(xué)院,截止到抗戰(zhàn)結(jié)束共建立了 11所國(guó)立師范學(xué)院。教育部原本期待通過(guò)這些國(guó)立師范學(xué)院振興高等師范教育,在短時(shí)間內(nèi)快速培養(yǎng)出一批合格的中學(xué)師資。然而各國(guó)立師范學(xué)院在發(fā)展過(guò)程中逐漸暴露了很多問(wèn)題,使得社會(huì)各界對(duì)于戰(zhàn)時(shí)各國(guó)立師范學(xué)院產(chǎn)生了極大的爭(zhēng)議,這其中就包括朱家驊。1944年朱家驊就任教育部長(zhǎng)之后,按照其一貫的師范教育主張,重新恢復(fù)文理學(xué)院在培養(yǎng)中學(xué)師資方面的作用,再次對(duì)各師范學(xué)院進(jìn)行了統(tǒng)一改組。裁撤師范學(xué)院重復(fù)的文理系科,文理學(xué)院增收師范生,使得中央大學(xué)師范學(xué)院的建制基本回復(fù)到了戰(zhàn)前狀態(tài)。在抗戰(zhàn)期間,中央大學(xué)師范學(xué)院的師生構(gòu)成顯現(xiàn)出了明顯的特征變化。從整體上來(lái)看,教育學(xué)系的學(xué)生數(shù)量仍然是最多的,在整個(gè)師范學(xué)院內(nèi)處于絕對(duì)領(lǐng)先的地位;而缺少了教育部力量的干預(yù),自愿報(bào)考師范學(xué)院,尤其是師范學(xué)院內(nèi)文理學(xué)系的學(xué)生比例實(shí)際上并不高,并且由于中央大學(xué)地理位置、戰(zhàn)時(shí)交通不便等因素的影響,戰(zhàn)時(shí)報(bào)考中大師范學(xué)院的學(xué)生也逐漸呈現(xiàn)出了本地化的趨勢(shì);而教師方面,中大師范學(xué)院的師資數(shù)量增長(zhǎng)的非常快,教授的占比非常高,師資力量雄厚;中大師范學(xué)院嚴(yán)格的按照教育部所規(guī)定的等級(jí)發(fā)放薪資,盡管教師的工資等級(jí)并不太低,但和戰(zhàn)時(shí)的物價(jià)水平來(lái)比,生活水平仍然十分堪憂。1938年中大師范學(xué)院建立之后,按照教育部的統(tǒng)一辦學(xué)模式,設(shè)立了多元培養(yǎng)系統(tǒng),包括初級(jí)部、本科生和第二部等,其中尤其注重對(duì)本科生課程進(jìn)行調(diào)整,確保師范生培養(yǎng)過(guò)程中專業(yè)性與師范性的兼顧;但是為了實(shí)現(xiàn)教學(xué)節(jié)約,教育部要求師范學(xué)院文理系學(xué)生和文理學(xué)院共同修習(xí),這種模式使得師范學(xué)院的課程設(shè)置并不能完全適應(yīng)師范教育的需要,教學(xué)效果大打折扣;而中大師范學(xué)院的初級(jí)部和第二部由于經(jīng)費(fèi)、師資等原因,開展過(guò)程并不順利。盡管抗戰(zhàn)期間中大師范學(xué)院的發(fā)展整體比較艱難,但憑借著中大"最高學(xué)府"的獨(dú)特身份以及常年的積累,在戰(zhàn)時(shí)仍然設(shè)置了一些特色的系科,如藝術(shù)系、童子軍專修科,同時(shí)還設(shè)置了師范科教育心理學(xué)部,開展教育研究工作,使得中大師范學(xué)院真正做到了培養(yǎng)師資和學(xué)術(shù)研究相結(jié)合的綜合發(fā)展�？箲�(zhàn)時(shí)期,中大師范學(xué)院的建立,提升了高等師范教育在整個(gè)教育系統(tǒng)中的地位,使得師范學(xué)院可以獲得獨(dú)立的經(jīng)費(fèi)和更多的話語(yǔ)權(quán),挽救和發(fā)展了我國(guó)的高等師范教育事業(yè);在戰(zhàn)時(shí)的7年時(shí)間里,中大師范學(xué)院的存在對(duì)輔導(dǎo)戰(zhàn)時(shí)大后方地區(qū)的中學(xué)教育、開展當(dāng)?shù)氐纳鐣?huì)教育、提升民眾素質(zhì)起到了重要作用;同時(shí)對(duì)于中大師范學(xué)院自身的發(fā)展也產(chǎn)生了巨大的影響,使得中大師范學(xué)院內(nèi)匯聚了一批知名的專家學(xué)者,促使中大師范學(xué)院的教學(xué)和研究水平日益精進(jìn)。但是不可否認(rèn)的是,由于教育部并未能很好地解決中小學(xué)教師的社會(huì)地位和工資待遇問(wèn)題,師范學(xué)院在學(xué)生待遇、就業(yè)升學(xué)方面不具備吸引力,極大地影響了學(xué)生報(bào)考師范學(xué)院的積極性;并且在當(dāng)時(shí)教育部實(shí)際仍然將師范學(xué)院作為文科院系對(duì)待,在"重理輕文"教育政策的影響之下,師范學(xué)院發(fā)展經(jīng)費(fèi)嚴(yán)重不足,限制了師范學(xué)院的發(fā)展速度;同時(shí)行政力量的過(guò)多干預(yù),使得教育部在制定統(tǒng)一師范教育政策時(shí),脫離了很多學(xué)校的實(shí)際情況強(qiáng)行發(fā)展,并且出現(xiàn)了教育政策因人而異、缺少連續(xù)性等情況。多方面的因素導(dǎo)致以中大師范學(xué)院為代表的國(guó)立師范學(xué)院在抗戰(zhàn)時(shí)期的辦學(xué)效果遠(yuǎn)遠(yuǎn)未能達(dá)到教育部的預(yù)期,所培養(yǎng)出的合格的中學(xué)師資數(shù)量十分的有限。但客觀來(lái)說(shuō),仍然是近現(xiàn)代高等師范教育的一次重要的探索,對(duì)于當(dāng)今的高等師范教育改革仍然極具啟發(fā)意義。
[Abstract]:Since the movement of "high teacher reform and reform", China's higher normal education has gradually entered a period of low valley, resulting in the shortage of teachers in the secondary schools, poor quality and serious separation of "real learning" and "teaching". Although in 20s and 30s twentieth Century, the Ministry of Education had made many efforts to change this situation, but eventually ended in failure. After the outbreak of the comprehensive war of resistance, the problem of inadequate number of qualified teachers in middle schools has been further highlighted, and the Ministry of education of the national government has to set out to reform the higher normal education immediately after.1938 Chen Lifu is the Minister of education in serious treatment. It requires the establishment of 6 national normal colleges, the Centre College teachers in the whole country. The school is one of them. Because of the accumulation of teachers and equipment for more than 20 years from Nanjing higher normal school to Centre College Education Institute, the Centre College has compared the other 5 schools in the course of the reform of the normal school. After the establishment of the 6 National Normal College in.1938, the Ministry of education has set up 5 normal colleges in succession. At the end of the war of resistance, the Ministry of education has established 11 national normal colleges. The Ministry of education was expecting to revitalize the higher normal education through these national normal colleges and quickly train a number of qualified secondary schools in a short time. However, a lot of problems have been exposed in the course of the development of the National Normal College, which has caused great controversy in all circles of the society for the National Normal College in wartime. This includes Zhu Jiahua, who was the Minister of education in Zhu Jiahua in.1944, and resumed the cultivation of the College of Arts and Sciences in accordance with his consistent teacher education proposition. The role of teachers in the teaching of teachers has been reorganized and reorganized again. The reduplication of the Liberal Arts Department of the normal college and the increase of normal students in the College of Arts and sciences have made the establishment of the Centre College normal college basically back to the pre war state. During the war of resistance, the composition of the teachers and students in the normal school of Centre College showed obvious characteristics. On the whole, the number of students in the Department of education is still the most, and it is in the absolute leading position in the whole normal college; but the intervention of the force of the Ministry of education is lacking, and the voluntary examination of the normal college, especially the students in the Department of Arts and Sciences in the normal college, is actually not high, and the geographical position of the Centre College, and the traffic in time of war With the influence of such factors as inconvenient and so on, the students of the teachers college in the period of wartime examination also gradually showed the tendency of localization; while teachers, the number of teachers in Zhongda normal college increased very quickly, the proportion of professors was very high and the teachers were strong. The salary level of the teacher is not very low, but compared with the price level of the wartime, the living standard is still very worrying. After the establishment of the normal college in.1938 years, according to the unified education mode of the Ministry of education, the multiple training system has been set up, including the primary Department, the undergraduate and the second departments, especially the adjustment of the undergraduate course and the guarantee of the teacher. In order to realize the saving of teaching, the Ministry of education requires the common practice of the students of the Department of liberal arts and the arts and Sciences in order to realize the saving of teaching. This model makes the course setting of the normal college can not fully adapt to the needs of normal education and the effect of teaching is discounted; and the primary Department of Zhongda Normal College In spite of the difficult development of the teachers' College in the war of resistance during the war of resistance, with the unique identity of the "supreme academy" and the accumulation of the year, there were still some special departments, such as the art department, the Scout department, and the division of the second department. The Ministry of education and psychology has carried out the research work of education, which made the normal college of Zhongda the comprehensive development of training teachers and academic research. In the period of the Anti Japanese War, the establishment of Zhongda normal college promoted the position of Higher Normal Education in the whole education system, so that the teachers' college could obtain independent funds and more funds. In the 7 years of wartime, the existence of Zhongda normal college has played an important role in tutoring middle school education in the great rear area of the war, carrying out local social education and improving the quality of the people. As a result, a number of well-known experts and scholars have been gathered in Zhongda normal college to promote the teaching and research level of Zhongda normal college day by day. However, it is undeniable that the teachers' college is not able to solve the problem of the social status and salary of primary and secondary school teachers. At that time, the Ministry of education still treated the teachers' College as a department of liberal arts, and under the influence of "heavy light text" education policy, the development funds of normal college were seriously insufficient and the development speed of normal college was limited. Meanwhile, the excessive intervention of the administrative force was too much. The Ministry of education, when formulating the unified teacher education policy, divorced from the actual situation of many schools, and has appeared the educational policy different from people, lack of continuity and so on. Many factors lead to the effect of the National Normal College represented by the China University of normal college in the war of resistance to the Ministry of education. It is expected that the number of qualified high school teachers is very limited, but it is still an important exploration in modern higher normal education, which is still very enlightening to the reform of higher teacher education.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G659.29;K265

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 見聞;湖南農(nóng)學(xué)院專家名錄——裴新澍[J];湖南農(nóng)學(xué)院學(xué)報(bào);1993年05期

2 羅玲;李禹階;;民國(guó)時(shí)期國(guó)立中央大學(xué)的歷史教學(xué)與歷史研究芻議[J];歷史教學(xué)(下半月刊);2010年07期

3 鄭文漢;;中小學(xué)畢業(yè)生職業(yè)興趣的研究[J];教育與職業(yè);1935年01期

4 羅玲;;抗戰(zhàn)時(shí)期國(guó)立中央大學(xué)與國(guó)立西南聯(lián)大之比較芻議[J];重慶師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2013年02期

5 尹文;;兩江師范圖畫手工科與國(guó)立中央大學(xué)師范學(xué)院藝術(shù)學(xué)系年表[J];藝術(shù)學(xué)界;2010年02期

6 是霏;;梧桐東南語(yǔ) 建筑鑄百年——東南大學(xué)四牌樓校園遺產(chǎn)[J];中國(guó)文化遺產(chǎn);2014年01期

7 ;大院——?dú)q月變遷的博物館[J];大美術(shù);2007年01期

8 馬國(guó)馨;;敢乘東風(fēng)學(xué)少年[J];建筑創(chuàng)作;2010年04期

9 羅玲;;國(guó)立中央大學(xué)抗戰(zhàn)救亡運(yùn)動(dòng)芻議[J];重慶師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2011年04期

10 潘憲生 ,徐懷伏;曹壽椿教授和她的園藝事業(yè)[J];群眾;1995年10期

相關(guān)重要報(bào)紙文章 前1條

1 王敏紅;國(guó)立中央大學(xué)畢業(yè)證書入藏太倉(cāng)市檔案局館[N];中國(guó)檔案報(bào);2011年

相關(guān)碩士學(xué)位論文 前5條

1 衛(wèi)文娟;學(xué)術(shù)與政治：國(guó)立中央大學(xué)“中央化”進(jìn)程中校長(zhǎng)角色分析（1927-1937）[D];浙江師范大學(xué);2015年

2 劉靜;抗戰(zhàn)期間國(guó)立中央大學(xué)師范學(xué)院研究[D];南京大學(xué);2017年

3 王燕;抗戰(zhàn)時(shí)期國(guó)立中央大學(xué)在渝辦學(xué)研究[D];西南大學(xué);2012年

4 崔曉蕾;國(guó)立中央大學(xué)教育學(xué)院藝術(shù)專修科的西畫教學(xué)研究（1928-1937）[D];中國(guó)藝術(shù)研究院;2013年

5 周金蕊;國(guó)立中央大學(xué)物理系發(fā)展之初步研究（1927-1949）[D];首都師范大學(xué);2013年

，

本文編號(hào)：1959928