本文關(guān)鍵詞： 錢穆 教育改革 中國文化 國學(xué)概論 學(xué)者 課程研究者　出處：《華東師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 作為現(xiàn)代中國“最后一位”國學(xué)大師,錢穆為中國的國學(xué)研究留下了無法估量的價值遺產(chǎn),不僅如此,錢穆更是一位弟子滿天下的教育家。從“年十八,抗顏為人師”,一直到后來創(chuàng)辦新亞學(xué)院,再到后來定居臺灣,可以說,錢穆先生一生都在從事著教育事業(yè)。學(xué)術(shù)與教育構(gòu)成了錢穆生命的兩翼,本文主要就是要研究錢穆的教育生命。 從無錫三兼小學(xué)的初為人師,到后宅小學(xué)的課程改革實驗,錢穆在小學(xué)教育生涯中真正體會到春風(fēng)化雨的溫暖感受;從廈門中學(xué)到蘇州中學(xué),錢穆從小學(xué)來到了中學(xué),他的教師生涯也開始了新的行程,在中學(xué)的教育生涯中,更好地發(fā)揮了他的學(xué)術(shù)才華。離開蘇中中學(xué),錢穆就進(jìn)入了高等學(xué)府,開始了教授生涯。 晚清以降,迭次的教育改革在中國大地上風(fēng)起云涌,中國文化在一輪輪改革浪潮的沖刷下在教育體制里喪失殆盡,“中學(xué)”在“西學(xué)”的強(qiáng)大攻勢下逐漸喪失其存在的合法性。中國文化也因而顯得岌岌可危。面對中國文化在教育領(lǐng)域消逝的危急,錢穆開始探索復(fù)興中國文化的課程道路。 錢穆不僅積極批判迭次教育改革中輕視中國文化的教育改革取向,而且自己身體力行,通過開發(fā)國學(xué)課程來架構(gòu)落實中國文化教育的具體路徑。當(dāng)然,一門優(yōu)秀課程的開發(fā)并不是那么簡單,而是要具有深厚的文化底蘊(yùn)與課程研究能力。錢穆正是在自己多年潛心學(xué)術(shù)的基礎(chǔ)上,在對教育進(jìn)行深入思考的過程中,開發(fā)出了自己的中國文化課程:《國學(xué)概論》。在錢穆不斷的思考與持續(xù)的努力之下,錢穆的中國文化教育取得了非凡的成果:那些或直接或間接受過錢穆中國文化教育的學(xué)生,都會一變其對中國文化的陳舊看法,或者進(jìn)而將弘揚(yáng)中國文化作為自己的畢生使命。 錢穆的中國文化教育道路及其國學(xué)課程開發(fā)都基于這樣一個信念,那就是:經(jīng)過中國文化的教育,學(xué)生都會成為具有文化信仰的中國人,都會將中國文化作為自己安身立命的基本信條。然而,今天轟轟烈烈展開的國學(xué)熱似乎是中國文化復(fù)興的征兆,可是,這些國學(xué)教育都缺乏明確的教育理想與具體的教育目的,大多是些不著邊際的嘩眾取寵。通過考察錢穆的國學(xué)課程,可以很好的糾正當(dāng)今國學(xué)課程的缺失。 今天的教師在其專業(yè)發(fā)展方向上大多存在著這樣兩個極端:或者是盲目追求其教學(xué)能力的提高而忽視學(xué)術(shù)積累;或者是片面追求學(xué)術(shù)積累而放棄課程研究,造成專業(yè)發(fā)展的失衡。通過考察錢穆的教師生涯,可以發(fā)現(xiàn),錢穆非常完美地解決了這個問題,在學(xué)術(shù)積累與教育研究兩個維度上保持了平衡,并且都取得了極大的發(fā)展。這就是我們考察錢穆教師生涯的另一個現(xiàn)實意義:通過思考錢穆的成長之路,庶幾可對當(dāng)今教師專業(yè)發(fā)展提供有益的啟示。 提出錢穆式的教師這一概念是為了闡明:教師不僅僅是一個教書匠,更能通過自己的努力成為學(xué)者、課程研究者,讓自己的才華、熱情通過教學(xué)生活來展現(xiàn)、發(fā)展,而這終將成為教師努力的方向。
[Abstract]:As the last " last " national master of modern China , Qian Mu has left an unfathomable value legacy for China ' s national studies , not only that , Qian Mu is a disciple full of educationalists . From " the 18th century to the face as a human division " , until later settled in Taiwan , can say that Mr . Qian Mu spent his whole life in education . Academic and education form the two wings of money Mu ' s life . This article is mainly to study the education life of Qian Mu . From the elementary school of Wuxi San and Primary School to the curriculum reform experiment of Houzhai Primary School , Qian Mu really realized the warm feeling of the spring wind and rain during the elementary school education career ; from Xiamen Middle School to Suzhou High School , Qian Mu came to the middle school from the primary school , and his teacher career also started a new stroke . In the middle school education career , he had better played his academic talents . After leaving the middle school , Qian Mu entered the higher learning institution and started his career . In the wake of the late Qing Dynasty , the reform of education on the ground of China ' s big ground has started to ebb . The Chinese culture has lost its legitimacy in the educational system under the erosion of the wave of wheel reform . The Chinese culture has gradually lost its existence under the strong offensive of " Western science " . Chinese culture is thus very precarious . In the face of the crisis of Chinese culture in the field of education , Qian Mu began exploring the course road to revive Chinese culture . Qian Mu not only actively criticized the educational reform orientation of Chinese culture in the reform of education , but also tried to implement the concrete path of China ' s cultural education through the development of the national curriculum . Qian Mu ' s Chinese culture education road and its national curriculum development are based on the belief that Chinese culture is the basic tenet of Chinese culture . However , it seems that Chinese culture is a sign of Chinese cultural renaissance . However , there is a lack of clear educational ideal and specific educational purpose . Today ' s teachers have two extremes in their professional development direction : either blindly pursuing the improvement of their teaching ability , ignoring the accumulation of academic accumulation , or abandoning the course research in the pursuit of academic accumulation , which leads to the imbalance of professional development . Through examining the teacher career of Qian Mu , we can find that Qian Mu is very perfect in solving the problem , and has achieved great development in the two dimensions of academic accumulation and education . This is another practical significance for us to study the growth of Qian Mu . The concept of Qian Mu - style teacher is to illustrate that the teacher is not only a teacher , but also can be a scholar , a course researcher , a talented person and a passion through the teaching life to show and develop through teaching life , which will eventually become the direction of teacher ' s effort .

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：K092

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 王靜;錢穆高等教育價值觀研究[D];杭州師范大學(xué);2012年

2 李曉珊;錢穆民族精神教育思想研究[D];杭州師范大學(xué);2013年

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本文編號：1515565