變革與傳承：近代山東鄉(xiāng)村教育研究（1901-1937）
發(fā)布時間：2018-08-07 21:50
【摘要】：20世紀初年至抗戰(zhàn)爆發(fā)前的鄉(xiāng)村教育變革是整個鄉(xiāng)村教育現(xiàn)代化的起始階段,這一時期的變革在整個現(xiàn)代鄉(xiāng)村教育轉型歷程中的重要意義已取得了學界共識。已有研究表明,近代鄉(xiāng)村教育發(fā)展呈現(xiàn)出明顯的地域差異,需要學界在整體研究的同時進行深入細致的區(qū)域研究。本文選擇了儒家思想的發(fā)源地——山東作為研究區(qū)域,以1901一1937年間山東鄉(xiāng)村教育的變革歷程為考察對象,試圖從國家與地方社會的視角切入,通過對區(qū)域教育復雜現(xiàn)象的細微考察與典型個案的深度分析勾勒出起始于國家層面的現(xiàn)代教育改革逐漸地方化的內在發(fā)展邏輯。 山東地區(qū)有著頗為發(fā)達的傳統(tǒng)教育。自十九世紀六十年代,隨著通商口岸的開放,帶有現(xiàn)代教育特點的教會學校逐漸在山東沿海及內陸地區(qū)出現(xiàn),從而較早開啟了該地教育的現(xiàn)代化進程。傳統(tǒng)教育的良好基礎與教會教育的西學啟蒙共同為近代山東鄉(xiāng)村教育的轉型做好了歷史鋪墊。20世紀初,隨著清末國家層面教育改革的推展,山東鄉(xiāng)村地區(qū)也開始了教育變革之路。總體而言,清末十多年間,山東鄉(xiāng)村的新式教育僅僅處于起步階段。民國肇始,教育事業(yè)得到政府的極大重視,但由于傳統(tǒng)教育勢力過于強大、軍閥混戰(zhàn)等因素長期存在,山東鄉(xiāng)村新學的發(fā)展步履維艱。直到1930年軍閥紛爭結束后,山東的鄉(xiāng)村教育才真正步入正軌并出現(xiàn)了短暫的輝煌。 這場自上而下的教育改革可謂一項宏偉的系統(tǒng)工程,在推行于山東鄉(xiāng)村時,不僅有官方的代言人——地方官主導了改革,還有無數(shù)士紳與民眾參與其中,更有學校畢業(yè)生直接以所學之現(xiàn)代知識反哺于鄉(xiāng)村。他們所具備的知識背景不同,在興辦鄉(xiāng)村新學過程中所發(fā)揮的作用也有所差異。不同辦學主體參與興學的動因十分復雜,但他們的興學之舉皆在很大程度上延續(xù)了山東地區(qū)深厚的捐資助學傳統(tǒng)。 鄉(xiāng)村教育變革之路充滿艱辛,由變革而帶給鄉(xiāng)村社會的影響亦十分深刻。新式教育在鄉(xiāng)村的出現(xiàn)不僅是教育內部的變革,同時還因學務權力的提升而引發(fā)了鄉(xiāng)村社會內部對學務權的爭奪。隨著新式教育制度的引入,城鄉(xiāng)之間教育資源的對比發(fā)生變化,城鄉(xiāng)教育差距進一步拉大。教育雖培養(yǎng)出一批鄉(xiāng)村知識分子,但鄉(xiāng)村精英們卻未能很好的回報鄉(xiāng)村。從性別的視角看,鄉(xiāng)村女子教育的出現(xiàn)與發(fā)展,為鄉(xiāng)村女性開辟了入學讀書的途徑,同時也促進了鄉(xiāng)村社會文明程度的提升。二十世紀二三十年代,鄉(xiāng)村教育曾被賦予改造鄉(xiāng)村的重大使命,山東各地設立了多個鄉(xiāng)村教育實驗區(qū)。雖然各實驗區(qū)最終都沒能實現(xiàn)藉教育之力以改造社會的目標,但在此過程中卻使鄉(xiāng)村學校得到了一次難得的發(fā)展機遇。 近代山東鄉(xiāng)村教育三十多年曲折而復雜的發(fā)展歷程,可看作是中國近代鄉(xiāng)村教育變革的一個縮影。這一時期的變革所經(jīng)歷的挑戰(zhàn)與問題深深影響了此后鄉(xiāng)村教育的發(fā)展之路,同樣影響到了今天還生活于鄉(xiāng)村的人們。
[Abstract]:The reform of rural education before the outbreak of the war of resistance against Japan in the early twentieth Century is the beginning of the modernization of the whole rural education. The significance of the reform in this period in the course of the transformation of modern rural education has achieved a common understanding of the academic circles. At the same time, the study carried out deep and meticulous regional research. This article selected the origin of the Confucian thought - Shandong as the research area, taking the course of the reform of rural education in Shandong as the research object from 1901 to 1937 years, trying to start from the perspective of the state and the local society and through the subtle investigation and typical cases of the complex phenomenon of regional education. The depth analysis outlines the internal development logic of the gradual localization of modern education reform at the national level.
The Shandong area has a rather developed traditional education. Since 1860s, with the opening of the port of Commerce, the church schools with modern educational features gradually appeared in the coastal and inland areas of Shandong, thus early opening up the modernization process of the education. The good foundation of traditional education is together with the western learning enlightenment of church education. For the transformation of modern Shandong rural education in the early.20 century, with the development of education reform in the late Qing Dynasty, the rural areas of Shandong also started the way of education reform. In the last more than 10 years of the late Qing Dynasty, the new education in the rural areas of Shandong was only in the initial stage. However, because of the strong traditional educational forces and the long existence of warlords and other factors, the development of new schools in Shandong was difficult. It was not until the end of the warlords dispute in 1930 that the rural education in Shandong was really on the right track and had a brief resplendence.
The top-down education reform is a magnificent system project. In the countryside of Shandong, not only the official spokesmen, the local officials led the reform, but also the numerous gentry and the people involved, and the school graduates were directly fed to the countryside with the modern knowledge they learned. They have different knowledge background. There are also differences in the role played in the process of developing new schools in the countryside. The motivation of different school running subjects to participate in learning is very complex, but their study is to a great extent, to a great extent, to continue the deep endowment in Shandong area.
The road of rural education reform is full of hardships, and the influence of the reform to the rural society is also very profound. The emergence of the new education in the countryside is not only a change in the internal education, but also because of the promotion of the power of academic affairs, which has caused the struggle for the right of learning in the rural society. With the introduction of the new education system, the educational resources between the urban and rural areas are introduced. In contrast, the gap between urban and rural education has been further widened. Although education has trained a group of rural intellectuals, the rural elite have not been able to repay the countryside well. From a gender perspective, the emergence and development of rural women's education have opened up a way for rural women to study and promote the level of civilization in the rural society. In 20s and 30s twentieth Century, rural education had been given a major mission to reform the countryside. Many rural education experimentation area was set up in all parts of Shandong. Although all the experimentation area failed to achieve the goal of reforming the society by education, the rural schools had received a rare opportunity for development in the process.
The thirty years' complicated and complicated development of rural education in modern Shandong can be regarded as a miniature of the reform of rural education in modern China. The challenges and problems experienced in this period of change have deeply influenced the development of rural education, and also influenced the people living in the countryside today.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G529
[Abstract]:The reform of rural education before the outbreak of the war of resistance against Japan in the early twentieth Century is the beginning of the modernization of the whole rural education. The significance of the reform in this period in the course of the transformation of modern rural education has achieved a common understanding of the academic circles. At the same time, the study carried out deep and meticulous regional research. This article selected the origin of the Confucian thought - Shandong as the research area, taking the course of the reform of rural education in Shandong as the research object from 1901 to 1937 years, trying to start from the perspective of the state and the local society and through the subtle investigation and typical cases of the complex phenomenon of regional education. The depth analysis outlines the internal development logic of the gradual localization of modern education reform at the national level.
The Shandong area has a rather developed traditional education. Since 1860s, with the opening of the port of Commerce, the church schools with modern educational features gradually appeared in the coastal and inland areas of Shandong, thus early opening up the modernization process of the education. The good foundation of traditional education is together with the western learning enlightenment of church education. For the transformation of modern Shandong rural education in the early.20 century, with the development of education reform in the late Qing Dynasty, the rural areas of Shandong also started the way of education reform. In the last more than 10 years of the late Qing Dynasty, the new education in the rural areas of Shandong was only in the initial stage. However, because of the strong traditional educational forces and the long existence of warlords and other factors, the development of new schools in Shandong was difficult. It was not until the end of the warlords dispute in 1930 that the rural education in Shandong was really on the right track and had a brief resplendence.
The top-down education reform is a magnificent system project. In the countryside of Shandong, not only the official spokesmen, the local officials led the reform, but also the numerous gentry and the people involved, and the school graduates were directly fed to the countryside with the modern knowledge they learned. They have different knowledge background. There are also differences in the role played in the process of developing new schools in the countryside. The motivation of different school running subjects to participate in learning is very complex, but their study is to a great extent, to a great extent, to continue the deep endowment in Shandong area.
The road of rural education reform is full of hardships, and the influence of the reform to the rural society is also very profound. The emergence of the new education in the countryside is not only a change in the internal education, but also because of the promotion of the power of academic affairs, which has caused the struggle for the right of learning in the rural society. With the introduction of the new education system, the educational resources between the urban and rural areas are introduced. In contrast, the gap between urban and rural education has been further widened. Although education has trained a group of rural intellectuals, the rural elite have not been able to repay the countryside well. From a gender perspective, the emergence and development of rural women's education have opened up a way for rural women to study and promote the level of civilization in the rural society. In 20s and 30s twentieth Century, rural education had been given a major mission to reform the countryside. Many rural education experimentation area was set up in all parts of Shandong. Although all the experimentation area failed to achieve the goal of reforming the society by education, the rural schools had received a rare opportunity for development in the process.
The thirty years' complicated and complicated development of rural education in modern Shandong can be regarded as a miniature of the reform of rural education in modern China. The challenges and problems experienced in this period of change have deeply influenced the development of rural education, and also influenced the people living in the countryside today.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G529
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相關期刊論文 前10條
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2 王先明,李麗峰;近代新學教育與鄉(xiāng)村社會流動[J];福建論壇(人文社會科學版);2005年08期
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