【摘要】：本文是一項對近代中國女子教育議題論爭及其變遷的研究。近代中國女子“是否應該接受教育”、“應該接受何種教育”以及“如何接受教育”是本文要敘述與討論的主要議題。在此基礎上,本文試圖討論近代中國的國家政權建設與女子教育議題論爭的關系,從而將女子教育的小歷史與國家轉型的大歷史勾連起來。 關于“女子應否接受教育”是一個前置性的論爭議題,最早于1896年由維新派發(fā)起。他們從“興女學”可以“強國保種”的目的出發(fā),認為女子應該接受系統(tǒng)的學校教育。而保守派基于中國傳統(tǒng)女子教育的觀念,認為女子不應該接受學校教育,由此而展開論爭。這一議題的論爭結果是維新派暫時勝出,其標志是清廷學部于1907年3月頒布《女子小學堂章程》和《女子師范學堂章程》,正式將女子教育納入官方的教育管理體制中。 “女子應接受何種教育”(即“女子教育宗旨是什么”)這一議題,是近代中國知識界探討女子教育的核心議題。在維新前后至新文化運動以前,近代中國女子教育史上出現(xiàn)了第一次關于女子教育宗旨的大論爭,論爭主要圍繞“賢母良妻”與“女國民”而展開。自新文化運動開始至南京國民政府成立前,第二次較大的女子教育宗旨論爭再次出現(xiàn)。這一時期主要導因于五四運動前后新文化啟蒙的效應,“賢母良妻”的教育宗旨作為傳統(tǒng)教育理念遭到了無情的批判與駁斥,代之而起的則是初步具有女權主義色彩的“男女平等”教育宗旨,這一宗旨主張要將女子培養(yǎng)成與男子一樣的具有健全獨立人格的“人”。第三次較大的論爭則出現(xiàn)在南京國民政府成立以后至新中國成立之前,主要圍繞“母性主義”與“男女平等”教育宗旨而展開。 女子“應如何接受教育”這一議題具體分為兩個方面：第一是“女子教育形式該如何設置”(即“男女應否同學”),第二是“女子教育內容應如何設置”(即“女子教育內容應更重家事教育還是職業(yè)教育”)。關于“男女應否同學”議題的論爭在五四前后達到高峰,支持者基于“男女平等”的教育宗旨和女權主義的角度,認為女子應該與男子同學,反對者則基于“賢妻良母”論的教育宗旨以及從男權主義出發(fā)論證女子不應與男子同學。在關于“女子教育應更重家事教育還是職業(yè)教育”的論爭上,同樣服膺于對女子教育宗旨的厘定,秉持“賢妻良母”論者一般更傾向于更多地注重家事教育,而秉持“男女平等教育”論者則更多地主張職業(yè)教育。 本文認為,作為小歷史的女子教育議題論爭及其變遷史和整個女子教育史都受到宏觀的大歷史的影響。由于近代中國的特殊性,女子教育并非單純的教育問題而更多地呈現(xiàn)出其政治特色。本文認為女子教育作為一種現(xiàn)代制度體系和現(xiàn)代教育現(xiàn)象,是近代中國建構現(xiàn)代國家政權建設的必然部分之一,所以,在近代中國的民族國家和民芒國家建構的過程中,女子教育亦受其歷程的型塑,很大程度上,女子教育成為了國家政權建設的工具和利器之一。女子教育議題論爭的歷史事實表明,在國家政權建設遠未完成前,作為現(xiàn)代制度體系之一的女子教育,其必然會面臨諸多困境和論爭,封建的經濟基礎和政治基礎也無法支撐一套現(xiàn)代女子教育制度體系的運行。
[Abstract]:This paper is a study of the competition and changes of Chinese women's education in modern times. The modern Chinese women's "Should education be accepted", "what education should be accepted" and "how to accept education" are the main topics to be described and discussed in this paper. On the basis of this, this paper tries to discuss the relationship between the national political power construction and the women's education topic in modern China, so that the small history of the women's education is linked with the big history of the country's transformation. The question of whether the woman should accept education "is a prepositional argument, and the first in 1896, it was sent by the Weixin School. From the "the study of the development of women" of the "power conservation of powerful countries", they think that women should accept the system's school education The conservative is based on the concept of traditional Chinese women's education, and it is believed that the woman should not accept the education of the school, thereby developing the theory The result of the debate on this subject is the temporary win of the Weixin School, which marks the enactment of the Articles of Association of the Women's Small School and the Articles of Association of the Women's Normal School in March of 1907, and formally put the women's education into the official education management system. The subject of the "What kind of education should women take" (that is, the "What is the purpose of the women's education") is the core of the study of women's education in the modern China's knowledge circle. The first time in the history of Chinese women's education has appeared in the history of Chinese women's education about the "a good wife and a good wife" and the "a woman of a woman" in the history of the new culture before and after the new cultural movement. From the beginning of the new cultural movement to the founding of the National Government of Nanjing, the second great aim of the women's education is to contend This period is mainly due to the effect of the enlightenment of the new culture before and after the May 4th Movement, and the educational purpose of the "a good wife and a good wife" has been criticized and refuted by the merciless criticism and refute of the traditional education idea, and the generation of the "gender equality" is the primary education with a feminist color. The purpose of this purpose is to develop a woman as a "a man" . The third big debate appeared before the establishment of the Nanjing National Government and before the founding of the new China, mainly around the "matriarchism" and the "gender equality" education purpose The issue of "women and men's equality" is divided into two aspects: "how to accept education" (i.e. how to set up "the form of women's education") and whether the second one should be "whether or not" (i.e., "the content of women's education should be more family)" 【學位授予單位】：南京師范大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G776

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