本文關(guān)鍵詞：程天放教育思想研究　出處：《安徽大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 程天放 教育思想 中國近代教育

【摘要】：程天放是民國時期較受爭議的人物,他在政治、外交、文化等各方面都有值得研究的地方。建國后,學(xué)術(shù)界對他的評價始終建立在他的政治背景上,對于他的積極貢獻未有相應(yīng)的客觀評價。程天放先后擔(dān)任安徽省政府委員兼教育廳長、安徽師范大學(xué)校長、國立浙江大學(xué)校長、湖北省教育廳長、中央政治學(xué)校教務(wù)主任、國立四川大學(xué)校長等職,這一系列與教育相關(guān)的職務(wù)都表明程天放與民國教育不可分割的關(guān)系。程天放也因此將實踐轉(zhuǎn)化為認識,對中國近代教育進行深刻反思,在教育理論、教育體系、教學(xué)方法等方面形成了獨特的觀點。通過系統(tǒng)深入的研究程天放的教育思想,不僅有利于更加客觀的評價程天放本人對民國教育事業(yè)所做出的貢獻,也有利于了解民國時期教育事業(yè)的轉(zhuǎn)變和發(fā)展,深化對民國時期教育的認識。 通過研究得出,程天放教育思想是其家庭背景和時代交匯下的產(chǎn)物。從其情況來看,程天放自小接受了系統(tǒng)的傳統(tǒng)文化教育,青年時期遠赴美國讀書深造。同時,他又受到中國近代思想潮流的影響,在投身政治運動的過程中,積累了自己的閱歷。這些都為程天放教育思想的形成奠定了堅實的基礎(chǔ)。1929年至1945年,是其教育思想積累、形成、完善和實踐時期。程天放在從事教育事業(yè)過程中,看到了教育對民族、對國家的決定性作用,意識到人才的重要性。他認識到中國落后很重要的一個原因就是教育的落后,因此他在工作中總結(jié),在總結(jié)中進步,努力將想法轉(zhuǎn)化為實踐,為中國近代教育事業(yè)的改革做出貢獻。 程天放在教育體系上進行詳細劃分,將教育階段分為初級教育、中級教育和高等教育。初級教育和中級教育中又包括生產(chǎn)教育、國民教育和職業(yè)教育。在教學(xué)方法上,程天放注意吸收西方文化元素,將中國傳統(tǒng)文化中的精華和西方先進的教學(xué)方法相融合,豐富了近代教育的方法、途徑。在人才培養(yǎng)上,他突出個性與合作,運用唯物辯證法的觀點,既給學(xué)生發(fā)揮自己個性的空間,又不忽視團體合作對學(xué)生身心發(fā)展的重要性。另外,更要強調(diào)的是他對中國近代高等教育事業(yè)改革產(chǎn)生的不可磨滅的影響,包括專業(yè)分類、院系設(shè)置、入學(xué)考試制度和學(xué)生管理方案等。 程天放的教育思想是中國傳統(tǒng)文化與西方文化的融合,突顯了當(dāng)時的時代特色,在中國近代教育史上,應(yīng)該有屬于程天放的一席之地。本文主要從三個部分對天放教育思想加以概述和分析：第一部分是程天放教育思想形成的背景；第二部分是程天放教育思想的主要內(nèi)容與實踐：第三部分是對程天放教育思想的評價。通過對程天放教育思想的研究,我們不僅會對程天放個人更加了解,更能體會其獨特的歷史意義和現(xiàn)實意義。
[Abstract]:Cheng Tianfang was a controversial figure in the period of the Republic of China. He had a lot to study in politics, diplomacy, culture and so on. After the founding of the people's Republic of China, the academic evaluation of him was always based on his political background. For his positive contributions there is no corresponding objective evaluation. Cheng Tianfang has served as member of the Anhui Provincial Government and Director of Education Anhui normal University President National Zhejiang University President Hubei Education Director. The educational administration director of the Central political School, the president of the National Sichuan University, and so on, all show the inseparable relationship between Cheng Tianfang and the education of the Republic of China. This paper makes a profound reflection on modern education in China, and forms a unique viewpoint in educational theory, educational system, teaching method, and so on. It is not only conducive to a more objective evaluation of Cheng Tianfang's contribution to the educational cause of the Republic of China, but also conducive to understanding the transformation and development of the educational cause during the period of the Republic of China and deepening his understanding of the education in the period of the Republic of China. Through the study, Cheng Tianfang's educational thought is the product of the intersection of his family background and the times. From the point of view of his situation, Cheng Tianfang has received systematic traditional cultural education since he was a child. In his youth, he went to the United States to study and further his studies. At the same time, he was influenced by the trend of modern Chinese thought and devoted himself to the political movement. These have laid a solid foundation for the formation of Cheng Tianfang's educational thought. From 1929 to 1945, it was the accumulation and formation of his educational thought. During the period of perfection and practice, Cheng Tian put it in the course of engaging in education, and saw the decisive role of education to the nation and the country. Aware of the importance of talent, he realized that one of the important reasons for China's backwardness was the backwardness of education, so he summed up in his work, made progress in summing up, and worked hard to translate ideas into practice. To contribute to the reform of modern education in China. Cheng Tien divided the educational system into primary, secondary and higher education, which also included productive education. National education and vocational education. In terms of teaching methods, Cheng Tianhua paid attention to absorbing the elements of western culture, combining the essence of Chinese traditional culture with the advanced western teaching methods, which enriched the methods of modern education. In the cultivation of talents, he emphasizes personality and cooperation, and applies materialist dialectics, which not only gives students space to display their individuality, but also does not neglect the importance of group cooperation to the development of students' body and mind. What should be emphasized is his indelible influence on the reform of China's modern higher education, including the classification of specialties, the establishment of faculties and departments, the entrance examination system and the student management scheme. Cheng Tianfang's educational thought is the fusion of Chinese traditional culture and western culture, which highlights the characteristics of the times, in the history of Chinese modern education. There should be a place for Cheng Tianfang. This paper summarizes and analyzes the educational thought of Tianfang from three parts: the first part is the background of the formation of the educational thought of Cheng Tianfang; The second part is the main content and practice of Cheng Tianfang's educational thought. The third part is the evaluation of Cheng Tianfang's educational thought. More can understand its unique historical significance and practical significance.
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G40-092

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