【摘要】：私立光華大學(xué)是在“收回教育權(quán)”運(yùn)動(dòng)的高潮階段,圣約翰大學(xué)的愛(ài)國(guó)師生因“五卅”事件與校方當(dāng)局發(fā)生沖突離校所建。它脫胎于具有先進(jìn)管理理念的圣約翰大學(xué),成長(zhǎng)于國(guó)民政府發(fā)展的黃金十年期,熔煉于八年的中日戰(zhàn)爭(zhēng)和三年的解放戰(zhàn)爭(zhēng),在1951年院系調(diào)整中以其為主體籌建華東師范大學(xué)后淡出歷史舞臺(tái)。私立光華大學(xué)在初創(chuàng)、發(fā)展、戰(zhàn)爭(zhēng)等各時(shí)期在民國(guó)私立大學(xué)運(yùn)行過(guò)程中特色突出,給我們留下了很多值得研究的地方。論文選擇私立光華大學(xué)內(nèi)部管理為研究對(duì)象,運(yùn)用文獻(xiàn)分析的歷史研究法,翻閱大量歷史資料,對(duì)民國(guó)時(shí)期私立光華大學(xué)的歷史史實(shí)進(jìn)行整理與分析,探究其內(nèi)部管理的歷史演進(jìn)、運(yùn)行機(jī)制和階段特征。通過(guò)個(gè)案研究,深入分析其有效內(nèi)部管理的建構(gòu)過(guò)程,歸納其內(nèi)部管理的歷史軌跡和經(jīng)驗(yàn)教訓(xùn)。具體而言,以光華大學(xué)內(nèi)部管理發(fā)展中的一些“關(guān)鍵節(jié)點(diǎn)”為界,嘗試將光華大學(xué)內(nèi)部管理的發(fā)展過(guò)程劃分為三個(gè)階段:第一階段以創(chuàng)校為始,教育部批準(zhǔn)立案為止,在管理上積極借鑒“母體”圣約翰大學(xué)先進(jìn)管理經(jīng)驗(yàn),仿制其管理制度;由于創(chuàng)辦倉(cāng)促,一些管理機(jī)構(gòu)出現(xiàn)“虛置”的現(xiàn)象。第二階段取國(guó)家內(nèi)外政務(wù)相對(duì)和平、學(xué)校發(fā)展比較正常和平穩(wěn)的一個(gè)時(shí)期(1929-1937),分析光華大學(xué)如何一方面遵照政府頒布的相關(guān)法規(guī)建制建校,另一方面融合它校經(jīng)驗(yàn)、自行完善和優(yōu)化其內(nèi)部管理機(jī)制,建立以董事會(huì)為負(fù)責(zé)財(cái)政與行政事務(wù)的最高權(quán)力機(jī)構(gòu),確立董事會(huì)領(lǐng)導(dǎo)下的校長(zhǎng)負(fù)責(zé)制,強(qiáng)化校務(wù)會(huì)議的行政權(quán)利,發(fā)揮教授會(huì)議在教學(xué)工作中的作用,鼓勵(lì)并完善學(xué)生自治制度等等。第三階段,光華大學(xué)和我國(guó)所有大學(xué)一起共同經(jīng)歷了一場(chǎng)為國(guó)家民族存亡而戰(zhàn)的抗日戰(zhàn)爭(zhēng);這一特殊時(shí)期所經(jīng)歷的一些無(wú)法抗拒的歷史事件,使光華大學(xué)的內(nèi)部管理出現(xiàn)了一系列應(yīng)戰(zhàn)措施,比如分設(shè)上海校部和成都分部、上海校部改組等等。在內(nèi)部管理的歷史演進(jìn)中,私立光華大學(xué)的管理者借鑒中西方先進(jìn)的管理經(jīng)驗(yàn)與理念,堅(jiān)持獨(dú)立自主,洋為中用的原則;遵循以人為本理念,發(fā)揮師生的主體作用;在管理機(jī)構(gòu)設(shè)置上力求精簡(jiǎn)組織,明確權(quán)責(zé)等方面取得的一些成就和經(jīng)驗(yàn),仍然值得我們?nèi)ド钊胙芯亢退伎冀梃b。光華大學(xué)根據(jù)社會(huì)環(huán)境變化和自身發(fā)展需求做出的適應(yīng)調(diào)整,面對(duì)內(nèi)部管理過(guò)程中出現(xiàn)的曲折與坡度不斷地革新、努力,收獲了名至實(shí)歸的“滬上四大私立名�！敝坏纳鐣�(huì)聲譽(yù)。
[Abstract]:The private Guanghua University was at the climax of the campaign to recover the right to education. The patriotic teachers and students of St. John's University left the school because of the "May 30" conflict with the school authorities. It was born out of St. John's University, which has advanced management concepts, and grew up in the golden decade developed by the government of Yu Guomin, melted in the eight-year Sino-Japanese War and the three-year War of Liberation. In 1951, the adjustment of the school and department to build East China normal University as the main body after fade out of the historical stage. Private Guanghua University in the start-up, development, war and other periods in the operation of private universities in the Republic of China in the process of outstanding characteristics, leaving us with a lot of worthy of study. This paper chooses the internal management of the private Guanghua University as the research object, uses the historical research method of literature analysis, reads a large number of historical materials, and sorts out and analyzes the historical facts of the private Guanghua University during the Republic of China period. It explores the historical evolution, operation mechanism and stage characteristics of its internal management. Through the case study, the construction process of its effective internal management is deeply analyzed, and the historical track and experience and lessons of its internal management are summarized. Specifically, taking some "key nodes" in the development of Guanghua University's internal management as the boundary, this paper attempts to divide the development process of Guanghua University's internal management into three stages: the first stage begins with the founding of the university, and the Ministry of Education approves the filing of the case. In management, we actively learn from the advanced management experience of St. John's University, and imitate its management system. As a result of the establishment haste, some management organizations appear "false place" phenomenon. In the second stage, taking a period when the government affairs inside and outside the country are relatively peaceful and the school development is relatively normal and stable (1929-1937), this paper analyzes how Guanghua University, on the one hand, adheres to the relevant laws and regulations promulgated by the government, and on the other hand, integrates its experience with other schools. Self-improvement and optimization of its internal management mechanism, the establishment of the board of directors as the highest authority in charge of financial and administrative affairs, the establishment of the principal responsibility system under the leadership of the board of directors, and the strengthening of the administrative power of the school council, Give full play to the role of teaching meetings in teaching, encourage and improve the system of student autonomy and so on. In the third stage, Guanghua University and all the universities in our country together experienced a war of resistance against Japan for the survival and death of the nation. Some irresistible historical events during this special period have led to a series of countermeasures in the internal management of Guanghua University, such as the establishment of the Shanghai School Department and Chengdu Branch, the reorganization of the Shanghai School Department, and so on. In the historical evolution of internal management, the managers of private Guanghua University learn from the advanced management experiences and concepts of China and the West, adhere to the principle of independence and foreign use, follow the concept of people-oriented, play the main role of teachers and students. Some achievements and experiences in the establishment of management structure, such as streamlining the organization and clarifying the power and responsibility, are still worthy of our in-depth study and reference. According to the changes in the social environment and the needs of its own development, Guanghua University has made adaptations and made great efforts in the face of the twists and turns and slope changes in the internal management process. Reaped the social reputation of one of the four most famous private schools in Shanghai.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G649.29

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 賈紅旗;;抗戰(zhàn)時(shí)期西南地區(qū)高等院�？蒲刑卣餮芯縖J];重慶高教研究;2016年01期

2 蔣寶麟;;學(xué)人社團(tuán)、校董會(huì)與近代中國(guó)私立大學(xué)的治理機(jī)制——以上海大同大學(xué)為中心(1912—1949)[J];華中師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2015年01期

3 劉根東;何洪艷;;民國(guó)時(shí)期私立大學(xué)內(nèi)部治理結(jié)構(gòu)的主要特征及其借鑒[J];國(guó)家教育行政學(xué)院學(xué)報(bào);2014年10期

4 韓戍;;抗戰(zhàn)時(shí)期內(nèi)遷高校的地方化——以光華大學(xué)成都分部為例[J];抗日戰(zhàn)爭(zhēng)研究;2014年03期

5 吳雯;;百年大計(jì),根在樹(shù)人——光華大學(xué)校長(zhǎng)張壽鏞的辦學(xué)之道[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2013年04期

6 周有光;韓戍;;光華大學(xué)紀(jì)事——周有光先生訪談錄[J];書(shū)屋;2013年08期

7 顧倩;翟瑞;;民國(guó)私立高校董事會(huì)管理制度與借鑒[J];求索;2013年06期

8 李tJ;;張壽鏞的教育思想——以光華大學(xué)之辦學(xué)實(shí)踐為中心的考察[J];歷史教學(xué)問(wèn)題;2012年05期

9 王彥才;;民國(guó)時(shí)期我國(guó)私立大學(xué)經(jīng)費(fèi)來(lái)源分析[J];教育與經(jīng)濟(jì);2012年03期

10 齊廉允;;民國(guó)時(shí)期私立教育立法特色及其當(dāng)代啟示[J];高教探索;2012年02期

相關(guān)博士學(xué)位論文 前2條

1 韓戍;時(shí)代變動(dòng)下的私立大學(xué)—光華大學(xué)研究（1925-1951）[D];華東師范大學(xué);2016年

2 彭桂芳;錢(qián)基博的教育思想與實(shí)踐研究[D];華中師范大學(xué);2011年

相關(guān)碩士學(xué)位論文 前9條

1 肖樹(shù)翠;中國(guó)近代私立大學(xué)董事會(huì)制度研究[D];陜西師范大學(xué);2014年

2 李夢(mèng)琪;1912-1937年間民國(guó)私立大學(xué)教育捐贈(zèng)研究[D];西南大學(xué);2014年

3 杜保源;私立復(fù)旦大學(xué)（1905—1941）內(nèi)部管理研究[D];華東師范大學(xué);2013年

4 李秀君;廖世承的中學(xué)辦學(xué)實(shí)踐與思想研究[D];華東師范大學(xué);2013年

5 廖岳玲;我國(guó)近代私立大學(xué)的管理模式研究[D];湖南師范大學(xué);2010年

6 歐斌;民國(guó)時(shí)期私立高等教育與當(dāng)代民辦高等教育政策比較研究[D];南昌大學(xué);2008年

7 韓淑娟;近代中國(guó)私立大學(xué)的融資模式研究[D];浙江師范大學(xué);2007年

8 尚國(guó)乾;中國(guó)近代私立大學(xué)的發(fā)展嬗變及辦學(xué)特征研究[D];東北師范大學(xué);2006年

9 陳桃蘭;私立大學(xué)與中國(guó)高等教育近代化[D];西南師范大學(xué);2005年

，

本文編號(hào)：2453865