本文選題：奉天 + 教育轉(zhuǎn)型��； 參考：《東北師范大學(xué)》2017年碩士論文

【摘要】：清末奉天教育轉(zhuǎn)型是清末東北地區(qū)社會整體轉(zhuǎn)型的一部分,其轉(zhuǎn)型離不開大的社會背景,但在大勢潮流之下,也有著自身的特點(diǎn)。東北地區(qū)被視為滿清的“龍興”之地,作為“陪都”的盛京,對于教育建設(shè),自清前期起,就給予突出重視。進(jìn)入清中期以后,隨著關(guān)內(nèi)漢族移民不斷進(jìn)入這一地區(qū),在私學(xué)漸次興起的同時(shí),官學(xué)卻呈現(xiàn)出衰落的趨勢。時(shí)間推移至清晚期,國運(yùn)日漸衰微,面對內(nèi)憂外患的時(shí)局,清政府不得不推行新政以圖強(qiáng)國,“新學(xué)”作為新政重要內(nèi)容之一被提出,于光緒二十九年(1903年)制定,頒布《奏定學(xué)堂章程》,并于光緒三十一年(1905年)廢除科舉。而自光緒十六年(1890年)起,奉天地區(qū)開始蒙受戰(zhàn)爭之亂,在僅僅十幾年的時(shí)間里,就先后遭遇甲午、庚子、日俄戰(zhàn)爭,三次大戰(zhàn)亂后,赤地千里,百廢待興。外國勢力的威脅、清末新政的推行、科舉制度的廢除以及戰(zhàn)后恢復(fù)發(fā)展的需要,是奉天教育轉(zhuǎn)型得以正式啟動的契機(jī)。日俄戰(zhàn)后,奉天地區(qū)相繼建立各級各類學(xué)堂,在注重國民教育的同時(shí),專業(yè)人才的培養(yǎng)也同步進(jìn)行,“新學(xué)”辦理取得一定成果。但是轉(zhuǎn)型并非簡單的“新學(xué)”取代“舊學(xué)”,而是制度與地方社會不斷調(diào)適的過程,“新學(xué)”又是以西方學(xué)制系統(tǒng)為藍(lán)本而制定,因此還有“中西”文化的磨合。這些復(fù)雜的社會因素,致使調(diào)適過程中出現(xiàn)了種種“不適”癥狀,學(xué)校、社會沖突逐漸凸顯。尤其是“新學(xué)”培養(yǎng)的學(xué)生群體,其思想以及社會行動逐漸脫離學(xué)校與地方政府的控制,最終在復(fù)雜的社會環(huán)境中,學(xué)生群體走向了清政府的對立面。“新學(xué)”出現(xiàn)后,奉天地區(qū)的社會結(jié)構(gòu)與社會文化等也出現(xiàn)了明顯的變化。清末奉天教育的轉(zhuǎn)型是在其特有的歷史背景下,為各種社會力量所共同推動的,這一時(shí)期轉(zhuǎn)型的結(jié)果又影響著此后奉天的教育發(fā)展模式、方向以及內(nèi)涵。文章以清末奉天教育轉(zhuǎn)型為視角,通過縱向的歷史追溯以及橫向的深入研究,力圖呈現(xiàn)出清末奉天教育轉(zhuǎn)型的復(fù)雜性,進(jìn)而透視近代東北地區(qū)制度與社會變遷的復(fù)雜性,也可看做是對中國近代社會全面認(rèn)識努力的一個(gè)方向。
[Abstract]:The transformation of Fengtian education in the late Qing Dynasty is a part of the whole social transformation in Northeast China in the late Qing Dynasty, which can not be separated from the big social background, but it also has its own characteristics under the trend of the general trend. Northeast China is regarded as the "Longxing" land of Manchu Qing Dynasty, and Shengjing, as the capital of the present, has attached great importance to the educational construction since the early Qing Dynasty. After entering the middle period of Qing Dynasty, along with the immigration of Han nationality into this area, the private school was rising gradually, but the official study showed a trend of decline. In the face of internal and external troubles, the Qing government had to implement the New deal to strengthen the country. As one of the important contents of the New deal, "New Learning" was put forward in Guang Xu 29 (1903). The Constitution of the Destiny School was promulgated and the imperial examination was abolished in Guang Xu 31 (1905). Since the Guang Xu sixteen years (1890), Fengtian region began to suffer from war chaos, in only a decade time, successively encountered the Sino-Japanese War, the Boxer, the Japan-Russian War, three great wars, after three great wars, thousands of miles of bare land, waste. The threat of foreign forces, the implementation of the New deal in the late Qing Dynasty, the abolition of the imperial examination system and the need for postwar recovery and development were the opportunities for the official start of the transformation of Fengtian education. After the war between Japan and Russia, schools at all levels were set up in Fengtian region. While paying attention to national education, the training of professional personnel was also carried out simultaneously, and certain achievements were achieved in the management of "new learning". But the transformation is not a simple "new learning" to replace "old learning", but a process of system and local society constantly adjusting, "new learning" is based on the western school system, so there is a "Chinese and Western" culture. These complex social factors lead to various "discomfort" symptoms in the adjustment process, school, social conflict gradually prominent. Especially, the students' group, whose thought and social action gradually deviated from the control of school and local government, finally went to the opposite of Qing government in the complicated social environment. After the appearance of Xinxue, the social structure and social culture of Fengtian area also appeared obvious changes. The transformation of Fengtian education in the late Qing Dynasty was promoted by various social forces under its unique historical background. The result of the transformation in this period affected the development mode, direction and connotation of education in Fengtian since then. From the perspective of Fengtian education transformation in the late Qing Dynasty, this paper tries to present the complexity of Fengtian education transformation in the late Qing Dynasty through longitudinal historical tracing and horizontal in-depth study, and then perspective the complexity of the system and social changes in modern Northeast China. It can also be seen as a direction for an overall understanding of modern Chinese society.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G529;K252

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