【摘要】：19世紀(jì)后期，遭受第一次、第二次鴉片戰(zhàn)爭及太平天國運動沉重打擊的清政府，掀起了一場大規(guī)模學(xué)習(xí)西方的改革運動，即洋務(wù)運動。這是一場以救亡圖存為目的，以中體西用為指導(dǎo)思想，以師夷長技為主要內(nèi)容的改良運動。洋務(wù)運動的重要內(nèi)容之一即是開展新式教育，謀求教育近代化。但是，同整個洋務(wù)運動一樣，由于存在著重器物不重原理，涉局部不涉全局，改做法不改制度等嚴(yán)重缺陷，這一時期的教育發(fā)展仍然緩慢。與之相適應(yīng)，直隸省的教育近代化也是不完善和緩慢的。 直隸省近代教育的真正大發(fā)展肇始于甲午戰(zhàn)爭之后。中日甲午戰(zhàn)爭，中國慘敗，舉國震驚，朝野上下均認(rèn)識到日本明治維新的巨大成功，認(rèn)為要擺脫屢受欺辱的國運，必須首先發(fā)展教育、培養(yǎng)人才。為解決這一問題，許多有識之士均把目光集中到了快速便捷的留學(xué)教育。留學(xué)的目的地，也因甲午戰(zhàn)爭的震驚由以前赴歐美為主轉(zhuǎn)為以日本為主。直隸省地處京畿、拱衛(wèi)京師的地理位置和職責(zé)使其當(dāng)仁不讓地成為中國各省選派學(xué)生留日的排頭兵。為促進(jìn)教育近代化的快速發(fā)展，直隸省很早就向日本派出了軍事、法政、師范等科的留學(xué)生。在直隸省的帶領(lǐng)下，全國迅速掀起選派學(xué)生留學(xué)日本的熱潮。 鑒于直隸省的特殊地位，留日學(xué)生歸國后，相當(dāng)一部分留在直隸省供職，他們或任職于教育管理機(jī)構(gòu)，或執(zhí)教于各級各類學(xué)堂。在他們的大力協(xié)助下，直隸省引進(jìn)了先進(jìn)的教育理念，翻譯了大批教育論著，創(chuàng)建了近代化的教育體系，采納了先進(jìn)的教育方法及手段，引用了日本的教育課程體系及教科書，教育近代化的步伐，尤其是軍事、法政、師范教育近代化走在了全國的前列�！胺矊⑿Ｖ�(xùn)練，巡警之編制，司法之改良，教育之普及，皆創(chuàng)自直隸，中央及各省或轉(zhuǎn)相效法�！� 在留日學(xué)生的影響下，直隸省在教育近代化特別是軍事、法政、師范教育近代化方面取得的成績是毋庸置疑的。但另一方面直隸省教育近代化“模仿有余、創(chuàng)新不足”的歷史局限性也是不可否認(rèn)的。因此，以史為鑒，在今后的留學(xué)教育中，應(yīng)將向西方學(xué)習(xí)的觸角伸向科學(xué)、思想、文化的深層，不能采取簡單的拿來主義，僅僅限于淺層的模仿，更重要的是借鑒、創(chuàng)新和超越，，“終則駕而上之”。
[Abstract]:In the late 19th century, the Qing government, which suffered a heavy blow from the first and second Opium War and the Taiping Heavenly Kingdom Movement, set off a large-scale reform movement to learn from the West, namely the Westernization Movement. This is an improvement movement with the aim of saving the nation from the dead, the guiding ideology of the Chinese style and the west, and the main content of the teacher's technique. One of the important contents of Westernization Movement is to develop new education and to seek the modernization of education. However, as in the whole Westernization Movement, the development of education in this period was still slow due to the existence of serious defects such as the principle of not paying attention to equipment and materials, the absence of overall situation and the reform of practice and system. Corresponding to this, the education modernization of Zhili Province is not perfect and slow. The real development of modern education in Zhili Province began after the Sino-Japanese War. In the Sino-Japanese Sino-Japanese War of 1895, China was badly defeated and the whole country was shocked. The government and the opposition all recognized the great success of the Meiji Restoration in Japan. They believed that in order to get rid of the national fate which had been repeatedly bullied and humiliated, we must first develop education and train talents. In order to solve this problem, many people of insight have focused their attention on the rapid and convenient education of studying abroad. As a result of the shock of the Sino-Japanese War, the destination of studying abroad changed from Europe and America to Japan. Zhili province is located in Beijing. The geographical position and duty of the archway and Wei make it become the vanguard of the Chinese provinces to send students to stay in Japan. In order to promote the rapid development of educational modernization, Zhili province sent overseas students from military, legal and normal subjects to Japan early. Under the leadership of Zhili Province, the whole country quickly set off the upsurge of sending students to study in Japan. In view of the special status of Zhili province, after returning to Japan, a considerable number of students stayed in Zhili province to serve in the province. They either worked in educational management institutions or taught in various schools at all levels. With their great help, Zhili introduced advanced educational concepts, translated a large number of educational works, created a modern education system, adopted advanced educational methods and means, and quoted Japanese educational curriculum systems and textbooks. The modernization of education, especially military, legal and normal education, has been in the forefront of the country. "the training of schools, the establishment of patrolmen, the improvement of the judiciary, and the popularization of education are all established in Zhili, central and provincial, or copied." Under the influence of students studying in Japan, there is no doubt about the achievements of Zhili province in the modernization of education, especially in military, legal and normal education. However, on the other hand, the historical limitations of Zhili's modernization of "imitation and insufficient innovation" are undeniable. Therefore, taking history as a mirror, in the future education of studying abroad, we should extend the tentacles of learning from the West to the depth of science, thought, and culture, and should not adopt a simple doctrine of taking advantage of it. It is only limited to superficial imitation, and more importantly, we should learn from it. Innovation and transcendence, "eventually drive up."
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：K25;G529

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