寧夏近代教育研究
發(fā)布時間：2018-07-25 10:09
【摘要】： 近些年來,教育界、學(xué)術(shù)界對中國少數(shù)民族教育倍為關(guān)注,在深入探討各民族教育的過去、現(xiàn)在與未來的同時,取得了一定的研究成果。其中回族教育,因其人口眾多、分布甚廣,且較好地繼承了本民族傳統(tǒng)文化,而更受重視。近代寧夏,作為回族之鄉(xiāng),無論是就其傳承伊斯蘭教文化為主的宗教教育而言,還是以其普及大眾文化知識的國民教育而論,都在西北乃至全國有一定的影響力。因而,研究寧夏近代教育的發(fā)展歷程,為近代回族教育研究及少數(shù)民族地區(qū)教育史研究打開了一扇窗口,提供了典型范例。對于今天西部民族地區(qū)教育的發(fā)展與創(chuàng)新,均有重要的學(xué)術(shù)價值和現(xiàn)實意義。 本文在立足于發(fā)掘和整理近代第一手文獻資料基礎(chǔ)上,廣泛汲取前人研究成果,試圖對寧夏近代教育進行全面研究。按照寧夏各民族國民教育與宗教教育的近代化進程,將全篇分為五章,加以論述: 第一章,清末新政前的寧夏社會與教育狀況。同治年后,寧夏人口銳減,清政府為加強對寧夏回族的統(tǒng)治,強行遷徙眾多回族到寧夏窮山僻壤之地,造成寧夏回民聚居地區(qū)教育嚴(yán)重落后,以及教育發(fā)展嚴(yán)重不均衡等問題。清末新政前,寧夏府州縣學(xué)、書院、社學(xué)、義學(xué)以及私塾都是為科舉服務(wù),注重倫理道德教育,輕視生產(chǎn)技能培養(yǎng)。寧夏經(jīng)堂教育重在為清真寺培養(yǎng)宗教職業(yè)人士,小學(xué)主要學(xué)習(xí)阿拉伯語和一般宗教知識,大學(xué)學(xué)習(xí)伊斯蘭教經(jīng)典、教義和教法等。教會教育,圍繞經(jīng)言要理,實施漢語識字教育等。這時期,寧夏回族子弟就學(xué)經(jīng)堂教育的多,去官學(xué)、社學(xué)、義學(xué)的少,這樣使得寧夏回漢各民族接受普通文化知識教育的距離拉開了。 第二章,從清末新政到1929年寧夏建省前,寧夏近代教育的產(chǎn)生與初步發(fā)展。光緒二十九年(1903年),寧夏改滿城書院為駐防滿營兩等小學(xué)堂,開啟了寧夏近代教育的先河。此后的近30年,寧夏普通教育,尤其是寧夏回族普通教育在多方人士的推動下,近代化教育逐漸開展。這一時期寧夏興辦學(xué)校,無不滲透著回漢各民族團結(jié)合作、共創(chuàng)教育未來的新氣象。許多清真學(xué)校聘請漢族教員任教,學(xué)生入學(xué)也是回漢兼收。同時,入讀普通小學(xué)校的回族學(xué)生也有增加。與此同時,寧夏經(jīng)堂教育雖身處社會轉(zhuǎn)型期的教育變革大潮中,但因其教育自身的封閉性而一時難于適應(yīng)性地向前變化發(fā)展。 第三、第四、第五章,以專題形式,分別論述寧夏建省后的教育政策與教育管理;討論建省后寧夏國民教育的進一步發(fā)展;探討建省后寧夏學(xué)校式社會教育、變革的經(jīng)堂教育與教會教育。 1929年寧夏建省后,作為邊疆省份,其教育政策主要傾斜于邊疆教育政策與義務(wù)教育政策。邊疆教育的首要任務(wù)就是化特殊為相同,以期達到各民族教育的平等、統(tǒng)一發(fā)展。義務(wù)教育政策,是逐級將普及一年、二年乃至四年兒童義務(wù)教育與推廣民眾識字、掃除文盲等的社會教育緊密聯(lián)系在一起。然而教育政策的正確制定不能代表教育政策的順利實施,這里很大程度上受限于教育行政管理的作用。建省后,寧夏教育行政機構(gòu)雖逐步建立健全,但因教育經(jīng)費極其有限,所謂教育行政機構(gòu)的管理也只能是巧婦難于無米之炊。 寧夏國民教育,以其建省后接受初等、中等、高等教育的人數(shù)來看,呈現(xiàn)金字塔式的發(fā)展?fàn)顩r。初等教育,以普及義務(wù)教育為中心向著規(guī)�；较虬l(fā)展,施教對象不僅面向?qū)W齡兒童,而且輔助廣大失學(xué)民眾受教育;中等教育,發(fā)展空間不大,僅拓展有職業(yè)技術(shù)教育、師范教育及中學(xué)教育等;所謂高等教育,只是寧夏當(dāng)?shù)卣猛庠诮逃Y源培養(yǎng)本地學(xué)生接受國內(nèi)留學(xué)與國外留學(xué)教育,而寧夏本省內(nèi)并未建立起實質(zhì)性的高等院校。 就學(xué)校式的社會教育而言,寧夏建省后入學(xué)民眾雖年有增加,但與預(yù)期目標(biāo)相去甚遠。寧夏經(jīng)堂教育在變革道路上出現(xiàn)了諸多問題,但變革的結(jié)果使寧夏經(jīng)堂教育大大向前邁進一步。與此同時,寧夏教會教育也適時調(diào)整了教育方針、辦學(xué)形式和方法,進而得到發(fā)展。 總之,寧夏教育在近代化的歷程中,既體現(xiàn)有與西北乃至全國其他省份相類似的教育共性,同時又因其特殊的人文地理環(huán)境與社會歷史發(fā)展背景而獨顯其近代教育特色。
[Abstract]:In recent years, the educational and academic circles have paid more attention to the education of ethnic minorities in China. It has made certain research achievements in the past, now and the future, in which the education of the ethnic groups has been deeply explored. The hometown of Hui nationality, in terms of its religious education, which inherit Islam culture, or the national education which popularized the knowledge of mass culture, has certain influence in the northwest and even the whole country. Therefore, it studies the development course of modern education in Ningxia, and plays a role in the research of modern Hui nationality education and the study of education history in minority areas. It opens a window and provides a typical example. It has important academic value and practical significance for the development and innovation of education in the western minority areas today.
On the basis of excavating and sorting out the first hand literature of modern times, this paper extensively draws on the achievements of previous studies and tries to carry out a comprehensive study of modern education in Ningxia. According to the process of the modernization of national education and religious education in Ningxia, the whole article is divided into five chapters.
In the first chapter, the state of Ningxia's society and education before the new policy of the late Qing Dynasty. After the same period, the population of Ningxia was sharply reduced. In order to strengthen the reign of the Hui people in Ningxia, the Qing government moved many Hui ethnic groups to the remote and remote areas of Ningxia, which resulted in the serious backwardness of education in the region of the Hui people in Ningxia and the serious unbalance of the development of education and education. Before the new policy of the late Qing Dynasty, Ningxia was in Ningxia. Prefectures, academies, academies, social studies, righteous schools and private schools all serve the imperial examination, pay attention to ethical and moral education, and despise production skills training. The Ningxia Scripture education focuses on training religious professionals for the mosques. Primary schools mainly study Arabic and general religious knowledge, university studies of Islamic classics, teachings and teachings. In this period, the children of the Hui nationality in Ningxia have learned more from the hall of Confucian classics and went to the official school, social science and learning, so that the distance between the people of Ningxia and the Han nationalities to receive the education of common cultural knowledge has been opened.
The second chapter, from the new deal in the late Qing Dynasty to the construction of Ningxia Province in 1929, the emergence and preliminary development of modern education in Ningxia. The Guangxu twenty-nine years (1903), the Ningxia Manchu academy as the garrison two small schools, opened the precedent of the modern education in Ningxia. In the next 30 years, the general education of Ningxia, especially the general education of the Ningxia Hui nationality, is in many people. Under the impetus, modern education has been gradually carried out. In this period, the establishment of schools in Ningxia has permeated the new weather for the unity and cooperation of all ethnic groups and the future of education. Many Muslim schools employ Han teachers to teach. Students are also returned to the Han Dynasty. At the same time, the Hui students who read ordinary primary schools also increase. At the same time, the Ningxia classics Hall Although education is in the tide of educational transformation in the period of social transformation, it is difficult to adapt itself to changes and development because of its closeness in education.
The third, fourth, and fifth chapters, in the form of thematic, discuss the education policy and education management of Ningxia province after building the province, discuss the further development of Ningxia national education after the construction of province, and discuss the school type social education in Ningxia after building the province, the reform of the church education and the church education.
As a frontier province in Ningxia in 1929, as a frontier province, its educational policy is mainly inclined to the border education policy and the compulsory education policy. The primary task of the frontier education is to make the same as the same, in order to achieve the equal and unified development of all ethnic groups. The compulsory education policy is to popularize one year, two or four years of compulsory education and the compulsory education of children. Social education, such as popularizing people's literacy and eliminating illiteracy, is closely linked. However, the correct formulation of educational policies can not represent the smooth implementation of educational policies. This is largely limited to the role of educational administration. After the construction of the province, the educational administration in Ningxia has been gradually built and improved, but the education funds are very limited, so called teaching. The administration of administrative institutions can only be made by clever women.
The national education in Ningxia, based on the number of primary, secondary and higher education after the construction of the province, presents the development of the pyramid. Primary education, with the center of universal compulsory education, is developing in the direction of scale. The object of education is not only for school-age children, but also to the education of the people who have lost school. The development of Vocational and technical education, normal education and secondary education, and so on. The so-called higher education is only the local government of Ningxia to use external education resources to cultivate local students to accept the domestic study and foreign education, and Ningxia has not established a substantive higher education in this province.
As far as the school type of social education is concerned, although the enrollment of Ningxia after the construction of the province has increased, it is far from the expected goal. There are many problems in the road of reform in Ningxia, but the result of the reform has made the education of Ningxia a great further step forward. At the same time, the education policy of Ningxia education society has also adjusted the educational policy in a timely manner and run a school. Form and method, and then develop.
In a word, Ningxia education, in the course of modernization, not only embodies the similar educational generality with the northwest and other provinces in the country, but also shows its modern educational characteristics only because of its special cultural and geographical environment and the background of social and historical development.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G527
本文編號：2143479
[Abstract]:In recent years, the educational and academic circles have paid more attention to the education of ethnic minorities in China. It has made certain research achievements in the past, now and the future, in which the education of the ethnic groups has been deeply explored. The hometown of Hui nationality, in terms of its religious education, which inherit Islam culture, or the national education which popularized the knowledge of mass culture, has certain influence in the northwest and even the whole country. Therefore, it studies the development course of modern education in Ningxia, and plays a role in the research of modern Hui nationality education and the study of education history in minority areas. It opens a window and provides a typical example. It has important academic value and practical significance for the development and innovation of education in the western minority areas today.
On the basis of excavating and sorting out the first hand literature of modern times, this paper extensively draws on the achievements of previous studies and tries to carry out a comprehensive study of modern education in Ningxia. According to the process of the modernization of national education and religious education in Ningxia, the whole article is divided into five chapters.
In the first chapter, the state of Ningxia's society and education before the new policy of the late Qing Dynasty. After the same period, the population of Ningxia was sharply reduced. In order to strengthen the reign of the Hui people in Ningxia, the Qing government moved many Hui ethnic groups to the remote and remote areas of Ningxia, which resulted in the serious backwardness of education in the region of the Hui people in Ningxia and the serious unbalance of the development of education and education. Before the new policy of the late Qing Dynasty, Ningxia was in Ningxia. Prefectures, academies, academies, social studies, righteous schools and private schools all serve the imperial examination, pay attention to ethical and moral education, and despise production skills training. The Ningxia Scripture education focuses on training religious professionals for the mosques. Primary schools mainly study Arabic and general religious knowledge, university studies of Islamic classics, teachings and teachings. In this period, the children of the Hui nationality in Ningxia have learned more from the hall of Confucian classics and went to the official school, social science and learning, so that the distance between the people of Ningxia and the Han nationalities to receive the education of common cultural knowledge has been opened.
The second chapter, from the new deal in the late Qing Dynasty to the construction of Ningxia Province in 1929, the emergence and preliminary development of modern education in Ningxia. The Guangxu twenty-nine years (1903), the Ningxia Manchu academy as the garrison two small schools, opened the precedent of the modern education in Ningxia. In the next 30 years, the general education of Ningxia, especially the general education of the Ningxia Hui nationality, is in many people. Under the impetus, modern education has been gradually carried out. In this period, the establishment of schools in Ningxia has permeated the new weather for the unity and cooperation of all ethnic groups and the future of education. Many Muslim schools employ Han teachers to teach. Students are also returned to the Han Dynasty. At the same time, the Hui students who read ordinary primary schools also increase. At the same time, the Ningxia classics Hall Although education is in the tide of educational transformation in the period of social transformation, it is difficult to adapt itself to changes and development because of its closeness in education.
The third, fourth, and fifth chapters, in the form of thematic, discuss the education policy and education management of Ningxia province after building the province, discuss the further development of Ningxia national education after the construction of province, and discuss the school type social education in Ningxia after building the province, the reform of the church education and the church education.
As a frontier province in Ningxia in 1929, as a frontier province, its educational policy is mainly inclined to the border education policy and the compulsory education policy. The primary task of the frontier education is to make the same as the same, in order to achieve the equal and unified development of all ethnic groups. The compulsory education policy is to popularize one year, two or four years of compulsory education and the compulsory education of children. Social education, such as popularizing people's literacy and eliminating illiteracy, is closely linked. However, the correct formulation of educational policies can not represent the smooth implementation of educational policies. This is largely limited to the role of educational administration. After the construction of the province, the educational administration in Ningxia has been gradually built and improved, but the education funds are very limited, so called teaching. The administration of administrative institutions can only be made by clever women.
The national education in Ningxia, based on the number of primary, secondary and higher education after the construction of the province, presents the development of the pyramid. Primary education, with the center of universal compulsory education, is developing in the direction of scale. The object of education is not only for school-age children, but also to the education of the people who have lost school. The development of Vocational and technical education, normal education and secondary education, and so on. The so-called higher education is only the local government of Ningxia to use external education resources to cultivate local students to accept the domestic study and foreign education, and Ningxia has not established a substantive higher education in this province.
As far as the school type of social education is concerned, although the enrollment of Ningxia after the construction of the province has increased, it is far from the expected goal. There are many problems in the road of reform in Ningxia, but the result of the reform has made the education of Ningxia a great further step forward. At the same time, the education policy of Ningxia education society has also adjusted the educational policy in a timely manner and run a school. Form and method, and then develop.
In a word, Ningxia education, in the course of modernization, not only embodies the similar educational generality with the northwest and other provinces in the country, but also shows its modern educational characteristics only because of its special cultural and geographical environment and the background of social and historical development.
【學(xué)位授予單位】：西北大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：G527
【引證文獻】
相關(guān)博士學(xué)位論文 前2條
1 張立軍;新中國民族高等教育體制變遷研究[D];東北師范大學(xué);2012年
2 馬信;回族文化傳承：經(jīng)堂教育與學(xué)校教育比較研究[D];中央民族大學(xué);2013年
相關(guān)碩士學(xué)位論文 前1條
1 李雪麗;從王朝天下到民族國家[D];西北師范大學(xué);2011年
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