本文選題：近代 + 教育行政體制　； 參考：《南京師范大學(xué)》2008年博士論文

【摘要】： 本文以歷史時(shí)間為主線,以大量史料為支撐,以制度分析和歷史分析為研究方法,以中國近代教育行政體制發(fā)展的重大歷史事件為標(biāo)識(shí),全面梳理了自清末至南京國民政府結(jié)束在大陸的統(tǒng)治這一時(shí)期我國教育行政體制的變遷歷史。論文堅(jiān)持歷史與邏輯的統(tǒng)一,總結(jié)并歸納我國近代教育行政體制之特征,揭示并分析我國近代教育行政體制之得失,在此基礎(chǔ)上,提出研究與分析我國教育行政體制的模式架構(gòu)。 自清末以降,我國教育行政體制的發(fā)展分別經(jīng)歷了清朝末年近代教育行政體制的草創(chuàng)期,民國前期近代教育行政體制的發(fā)展期,民國中期近代教育行政體制的遽變期,以及民國后期近代教育行政體制的穩(wěn)定與成型期�？v觀五十年我國近代教育行政體制的發(fā)展歷史,初步結(jié)論如下: 從教育行政體制的淵源來說,我國教育行政體制是傳承舊制與西制東漸的統(tǒng)一,但以西制為主,有強(qiáng)烈的開放性特征;從其變遷的過程來看,我國近代教育行政體制曲折反復(fù),變化多樣,在整合妥協(xié)中向前推進(jìn);從整個(gè)發(fā)展歷程來看,我國近代教育行政體制具有明顯的規(guī)范化、政治化、科學(xué)化、民主化、獨(dú)立化、學(xué)術(shù)化與開放化等特征。同時(shí),也存在著體制紊亂、體制割裂、富于理想、方式激進(jìn)、過于西化等問題。 我國近代教育行政體制的發(fā)展歷史告訴我們:分析與構(gòu)建教育行政體制決不可能割裂歷史,只能在歷史中延續(xù),為此,我們必須以全面分析與均衡分析的原則,來處理在中國近代教育行政體制發(fā)展過程中彰顯出來的集權(quán)與分權(quán)、獨(dú)立與依存、領(lǐng)袖與委員、專家與民眾、學(xué)術(shù)與官僚、本土與西化、激進(jìn)與保守、主體與邊緣、剛性與彈性、沖突與協(xié)調(diào)等關(guān)系范疇,并將教育行政體制的分析或建構(gòu)置于宏大的社會(huì)背景之中,使教育行政體制隨社會(huì)同發(fā)展,共進(jìn)步。
[Abstract]:This article takes the historical time as the main line, takes the massive historical data as the support, takes the system analysis and the historical analysis as the research method, takes the important historical event of the development of the modern educational administration system of China as the symbol.From the end of the Qing Dynasty to the end of the Nanjing National Government's rule in the mainland, the history of the change of the educational administrative system in China is summarized.The paper insists on the unity of history and logic, summarizes and sums up the characteristics of modern educational administrative system of our country, reveals and analyzes the gains and losses of modern educational administrative system of our country, and on this basis,This paper puts forward the research and analysis of the pattern structure of our country's educational administration system.Since the end of the Qing Dynasty, the development of the educational administration system in China has gone through the initial period of the modern educational administration system in the late Qing Dynasty, the developing period of the modern educational administration system in the early period of the Republic of China, and the period of the sudden change of the educational administration system in the middle period of the Republic of China.And the stability and shaping period of the modern educational administration system in the late Republic of China.Looking at the development history of modern educational administration system in China for 50 years, the preliminary conclusions are as follows:From the origin of the educational administrative system, the educational administrative system of our country is the unity of inheriting the old system and the western-style system to the east, but the western-oriented system has a strong open characteristic, and from the point of view of its vicissitude, the modern educational administrative system of our country is tortuous and tortuous.From the view of the whole development course, the modern educational administrative system of our country has the characteristics of standardization, politicization, science, democratization, independence, academicalization and openness.At the same time, there are problems such as system disorder, system separation, ideal, radical way, too westernized and so on.The development history of China's modern educational administrative system tells us that the analysis and construction of educational administrative system can never be separated from history, but can only be continued in history. Therefore, we must follow the principle of comprehensive analysis and balanced analysis.To deal with the centralization and decentralization, independence and interdependence, leaders and commissioners, experts and the public, academics and bureaucrats, native and westernized, radical and conservative, subject and edge, which have emerged in the course of the development of China's modern educational administration system.The analysis and construction of educational administrative system are placed in the grand social background in order to make the educational administrative system progress with the same development of society.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類號(hào)】：G529

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 陳光春;制度生成與實(shí)踐失范[D];華中師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前5條

1 胡博實(shí);林傳甲與黑龍江近代教育發(fā)展[D];哈爾濱師范大學(xué);2010年

2 金麗雪;東省特別行政區(qū)教育研究（1896-1932年）[D];哈爾濱師范大學(xué);2010年

3 劉晶;抗戰(zhàn)時(shí)期大后方基礎(chǔ)教育發(fā)展研究[D];西南大學(xué);2011年

4 王利果;清末十年河南新式小學(xué)堂研究（1901-1911）[D];河北師范大學(xué);2011年

5 季小燕;中國現(xiàn)代鄉(xiāng)村教育實(shí)踐的探索者——?jiǎng)俅╗D];華東師范大學(xué);2010年

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本文編號(hào)：1751486