本文選題：余家菊 + 鄉(xiāng)村教育思想�。� 參考：《河北師范大學(xué)》2012年碩士論文

【摘要】：余家菊是我國近代知名的教育家和社會(huì)活動(dòng)家。他平生著作等身，有關(guān)教育方面的文字就達(dá)到百萬余字，能夠針對(duì)教育的中國近現(xiàn)代進(jìn)程中的實(shí)際，發(fā)表自己獨(dú)到的見解，對(duì)于中國近現(xiàn)代教育史的貢獻(xiàn)頗多、影響深遠(yuǎn)，尤其是首倡“鄉(xiāng)村教育”一語，得到了社會(huì)各界的廣泛認(rèn)同。 余家菊是最早指出鄉(xiāng)村教育存在危機(jī)的教育家，他致力于鄉(xiāng)村教育理論的研究工作，在逐步深入研究的基礎(chǔ)之上形成了他特有的鄉(xiāng)村教育思想體系。余氏認(rèn)為“鄉(xiāng)村教育已經(jīng)破了產(chǎn)”、“鄉(xiāng)村教育事業(yè)大家都不愿意去干”，為此指出鄉(xiāng)村教育的發(fā)展要朝向一是“向師范學(xué)校去運(yùn)動(dòng)”，二是“向鄉(xiāng)村學(xué)校去運(yùn)動(dòng)”，三是“向一般社會(huì)去運(yùn)動(dòng)”。之后，余氏在時(shí)代變遷的過程中之不斷豐富自己的思想，其撰寫的《鄉(xiāng)村教育通論》一書，堪稱他的理論精髓，，其中囊括對(duì)鄉(xiāng)村教育的主體地位、三大目的、四大體系，以及全民接受教育的主張和一些成功的經(jīng)驗(yàn)，這些都是我們值得學(xué)習(xí)和借鑒的地方。 雖然余氏的教育思想難免有一定的歷史局限性，但是他的鄉(xiāng)村教育思想中閃耀著很多智慧的光芒，對(duì)于當(dāng)今鄉(xiāng)村教育的建設(shè)仍有可借鑒的地方。為此，重新評(píng)價(jià)余家菊的功過是非曲直，于古于今都有著深遠(yuǎn)的影響。 本文的文章組成框架除了前言部分和結(jié)論部分，主要包括了三個(gè)大的研究體系，第一部分主要敘述的是余家菊生活的時(shí)代背景和生平簡(jiǎn)介，當(dāng)時(shí)的社會(huì)的動(dòng)蕩不安，千瘡百孔，內(nèi)憂外患，外受帝國主義侵華勢(shì)力的擴(kuò)張，內(nèi)受軍閥混戰(zhàn)的不安，民不聊生，尤其是北洋政府的各種丑聞讓民主人士對(duì)民主失去信心，把希望轉(zhuǎn)移到民眾下層，卻看到的鄉(xiāng)村教育不堪其憂，鄉(xiāng)村人才被城市抽空，余家菊發(fā)出了教育危機(jī)的第一聲，振聾發(fā)聵，并得到了同仁的支持，加上教育期刊的著力推進(jìn)，大批的知識(shí)分子紛紛涌現(xiàn)出來，掀起一場(chǎng)聲勢(shì)浩大的運(yùn)動(dòng)。 第二部分主要是概述余家菊的鄉(xiāng)村教育思想，使人們對(duì)余氏有個(gè)大致的了解，從余氏的角度對(duì)鄉(xiāng)村教育的實(shí)質(zhì)和涵義進(jìn)行界定，再是余氏對(duì)鄉(xiāng)村教育的現(xiàn)狀的認(rèn)識(shí)和存在的問題以及具體的實(shí)施方向，最后對(duì)余家菊的理論成果——《鄉(xiāng)村教育通論》進(jìn)行論述，對(duì)它的主體地位、三大目的、學(xué)制系統(tǒng)以及全民接受教育的主張進(jìn)行論述，從而發(fā)現(xiàn)余氏教育思想的閃光點(diǎn)，此外，余家菊也提出了關(guān)于鄉(xiāng)村教育開展的一些具體作法，比如創(chuàng)立鄉(xiāng)村實(shí)驗(yàn)學(xué)校、設(shè)置鄉(xiāng)村教育、組建鄉(xiāng)村教育運(yùn)動(dòng)團(tuán)等都對(duì)鄉(xiāng)村教育問題的改善有著很好的裨益。 第三部分主要是對(duì)余氏鄉(xiāng)村教育思想所具有的特質(zhì)進(jìn)行一定層次上的梳理，隨著國家主義教育思想的逐步深入，同他的鄉(xiāng)村教育思想呈現(xiàn)出了一定程度的交叉和兩難，為此本文要在本著實(shí)事求是的態(tài)度對(duì)余氏鄉(xiāng)村教育思想的貢獻(xiàn)和局限性予以客觀公正的評(píng)價(jià)。
[Abstract]:Yujiazu is a famous educator and social activist in modern China. In his lifetime, he had copyright, and his words on education reached more than one million characters. He was able to express his own unique views on the reality of the modern and modern process of education in China. He contributed a lot to the history of modern education in China and had a profound impact on it. In particular, the term "rural education" has been widely recognized by all walks of life. Yu Jiazu was the first educator to point out the crisis in rural education. He devoted himself to the research of rural education theory and formed his unique rural education thought system on the basis of gradual and in-depth research. Yu believes that "rural education has become obsolete" and that "no one in rural education is willing to do it." for this reason, he pointed out that the development of rural education should be directed towards "moving to normal schools" and "moving to rural schools." The third is to "move to the general society." Later, Yu enriched his thoughts in the course of the change of the times. His book "General Theory of Rural Education" was called the essence of his theory, which included the main position of rural education, three purposes and four systems. And the idea of universal access to education and some successful experiences are all worth learning and learning from. Although Yu's educational thought inevitably has certain historical limitation, but his rural education thought sparkles a lot of wisdom ray, still has the reference place to the present countryside education construction. To this end, the re-evaluation of the merits and wrongs of Yu Jiaju, in ancient times and now have a profound impact. In addition to the foreword and the conclusion, the composition of this article mainly includes three major research systems. The first part mainly describes the background of Yu's life and a brief introduction of her life. The internal and external troubles, the expansion of the imperialist forces against China, the unease of the internal war between the warlords and the infighting among the people, especially the various scandals of the Beiyang government, have led the democratic people to lose confidence in democracy and to shift their hopes to the lower strata of the people. However, they saw that rural education was very worrisome. Rural talents were given time in the city. Yu Jiazu made the first sound of the education crisis, which was startling, and received the support of his colleagues, together with the efforts of educational journals to promote it. A large number of intellectuals emerged one after another, setting off a huge movement. The second part mainly summarizes Yu Jiaju's rural education thought, makes people have a general understanding of Yu, and defines the essence and meaning of rural education from Yu's angle. Then it is Yu's understanding of the current situation of rural education, the existing problems and the specific implementation direction. Finally, the author discusses Yu's theoretical achievement, "General Theory of Rural Education", and discusses its main position and three major purposes. By discussing the system of schooling and the idea of receiving education for the whole people, Yu Jiazu found the bright spot of Yu's educational thinking. In addition, Yu also put forward some concrete ways to carry out rural education, such as the establishment of rural experimental schools. Setting up rural education and setting up rural education movement are very beneficial to the improvement of rural education. The third part is mainly to sort out the characteristics of Yu's rural education thought at a certain level. With the gradual deepening of nationalism educational thought, it presents a certain degree of crossover and dilemma with his rural education thought. Therefore, this paper aims at objectively and fairly evaluating the contribution and limitation of Yu's rural education thought in the attitude of seeking truth from facts.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G40

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本文編號(hào)：1835919