本文選題：日本 + 近代　； 參考：《河北大學(xué)》2010年博士論文

【摘要】： 教育是一個國家和民族最根本的事業(yè)。實(shí)施義務(wù)教育是一個國家走向現(xiàn)代文明的重要標(biāo)志。日本自明治維新以來,迅速普及義務(wù)教育,提高國民受教育水平,由教育后進(jìn)國家變成教育先進(jìn)之邦,為實(shí)現(xiàn)資本主義現(xiàn)代化提供大量人才支持和智力保障,使其在短短半個世紀(jì)成為資本主義強(qiáng)國,走在了世界前列。縱觀日本近代普及義務(wù)教育歷程,既可洞悉教育與經(jīng)濟(jì)社會發(fā)展的依存與互動,又能探究教育自身發(fā)展的內(nèi)在規(guī)律。 德川幕府時代是一個給予日本近代以重要影響的時代。幕府末期日本教育的快速發(fā)展特別是寺子屋和鄉(xiāng)校的發(fā)展,為明治維新后普及初等教育奠定了堅(jiān)實(shí)的基礎(chǔ)。明治維新變革后,日本快速走上發(fā)展資本主義的道路。明治政府積極推進(jìn)教育普及,把發(fā)展教育作為殖產(chǎn)興業(yè)和富國強(qiáng)兵的重要手段。通過學(xué)習(xí)模仿歐美教育制度,1872年頒布《學(xué)制》,提出普及8年制初等教育,確立普及初等教育制度。隨后頒布《教育令》、《改正教育令》、《再次改正教育令》,調(diào)整普及初等教育政策,縮短普及初等教育年限,推動初等教育的發(fā)展。 法令具有強(qiáng)制力,是普及義務(wù)教育的重要法律保障。日本正式提出并實(shí)施義務(wù)教育以《小學(xué)校令》的頒布為標(biāo)志。在森有禮國家主義教育思想指導(dǎo)下,1886年頒布《小學(xué)校令》,提出普及4年制義務(wù)教育,正式確立近代普及義務(wù)教育制度。隨著小學(xué)校的快速發(fā)展,學(xué)齡兒童就學(xué)率明顯提升;不斷增加義務(wù)教育投入,對小學(xué)經(jīng)費(fèi)實(shí)行國庫補(bǔ)助制度;頒布《師范學(xué)校令》,建立師范教育體系。1900年實(shí)施4年制免費(fèi)義務(wù)教育。1907年提出實(shí)施6年制免費(fèi)義務(wù)教育。1910年基本實(shí)現(xiàn)了普及6年制義務(wù)教育,成為近代東方最早實(shí)現(xiàn)普及6年制義務(wù)教育的國家。 普及義務(wù)教育年限的長短,是衡量一個國家教育能力的重要標(biāo)志。隨著普及6年制義務(wù)教育的實(shí)現(xiàn),1917年臨時教育會議提出普及8年制義務(wù)教育的構(gòu)想。此后多次提出普及8年制義務(wù)教育,并積極為實(shí)施8年制義務(wù)教育作準(zhǔn)備。1941年頒布《國民學(xué)校令》,決定從1944年開始實(shí)施8年制義務(wù)教育。由于第二次世界大戰(zhàn)爆發(fā),日本全面進(jìn)入戰(zhàn)時狀態(tài),到第二次世界大戰(zhàn)結(jié)束,普及8年制義務(wù)教育仍未實(shí)現(xiàn)。 日本近代快速實(shí)現(xiàn)普及義務(wù)教育,有著重要的政治、經(jīng)濟(jì)、文化等因素。日本以教育為立國之本,從教育興國的戰(zhàn)略高度實(shí)施普及義務(wù)教育;一些政治家、啟蒙思想家、教育家積極宣傳普及教育思想,為普及義務(wù)教育提供重要的輿論導(dǎo)向,營造了良好的社會氛圍;廣大民眾興學(xué)重教,對普及義務(wù)教育表現(xiàn)出極大熱情并給予鼎力支持。在推進(jìn)普及義務(wù)教育進(jìn)程中,重視立法,先后制定和頒布《學(xué)制》、《教育令》、《小學(xué)校令》、《師范學(xué)校令》等一系列教育法令和規(guī)章制度,為普及義務(wù)教育提供了法律制度保障。不斷增加教育投入,逐步實(shí)行免費(fèi)義務(wù)教育,為普及義務(wù)教育提供重要的經(jīng)濟(jì)基礎(chǔ)和財政保障。堅(jiān)持均衡發(fā)展的普及義務(wù)教育原則,促進(jìn)城鄉(xiāng)義務(wù)教育全面普及。堅(jiān)持因地制宜的發(fā)展原則,使普及義務(wù)教育更加切合日本經(jīng)濟(jì)社會發(fā)展的實(shí)際。大力發(fā)展師范教育,興辦師范學(xué)校,努力培養(yǎng)小學(xué)教員,為普及義務(wù)教育提供重要的師資保障。 日本近代普及義務(wù)教育走過的是一條極不尋常的道路,取得了顯著成就,積累了豐富經(jīng)驗(yàn),也經(jīng)歷過很多曲折,遭受過損毀和危機(jī)。研究日本近代普及義務(wù)教育的歷程,吸取先進(jìn)經(jīng)驗(yàn),摒棄錯誤教訓(xùn),方能做到古為今用和洋為中用。對日本近代普及義務(wù)教育進(jìn)行更加深入具體地分析和研究,仍是外國教育史學(xué)科需要探究的未盡領(lǐng)域。
[Abstract]:Education is the most fundamental cause of a country and a nation. Compulsory education is an important symbol of a country's trend towards modern civilization. Since the Meiji Restoration, Japan has rapidly popularized compulsory education, raised the level of the national education, and became a state of advanced education from the backward state of education to provide a large amount of talent support for the realization of the modernization of capitalism. And the intellectual guarantee, making it a powerful capitalist country in the short half of a century, is in the forefront of the world. In the course of modern Japanese popularization of compulsory education, it can not only understand the dependence and interaction between education and economic and social development, but also explore the inherent law of the development of education itself.
The time of Tokugawa Shogunate was an era that gave an important influence to modern Japan. The rapid development of Japanese education at the end of the shogunate, especially the development of the temple Zi hut and the township school, laid a solid foundation for the popularization of elementary education after Meiji Restoration. After the Meiji Restoration, Japan took the road of capitalist development quickly. The Meiji government was actively advancing Education is popularized and development education is regarded as an important means of developing and enriching industry and rich country and force. Through learning and imitating the educational system in Europe and the United States, in 1872, the education system was promulgated, the 8 year primary education was popularized and the primary education system was popularized. Short popularization of primary education years will promote the development of primary education.
The decree is compulsory and is an important legal guarantee for universal compulsory education. Japan has formally proposed and implemented compulsory education as a symbol of the promulgation of the primary school order. Under the guidance of the ideology of salute nationalism, the "primary school order" was promulgated in 1886, the 4 year compulsory education was popularized, and the modern universal compulsory education system was formally established. With the fact that the system of modern universal compulsory education has been formally established. With the rapid development of school, the school age children's learning rate has been improved obviously; the compulsory education input has been continuously increased, the State Treasury subsidy system is implemented for the primary school funds, the order of the normal school, the establishment of the normal education system in.1900 year and the implementation of the free compulsory education of the 4 year system in the year.1907 to implement the compulsory education free compulsory education for the period of the 6 year system have basically realized the 6 year doctrine of popularization. Education became the first country to realize universal compulsory education in 6 years.
The length of the compulsory education for universal compulsory education is an important symbol to measure the education ability of a country. With the realization of the popularization of 6 year compulsory education, the provisional education conference in 1917 puts forward the idea of popularizing the compulsory education of 8 year system. Since then, it has been put forward several times to popularize the compulsory education of the 8 year system, and actively prepare for the implementation of the compulsory education of 8 years in the.1941 year. The 8 year compulsory education has been implemented from 1944. Because of the outbreak of the Second World War, Japan has fully entered the wartime state, and by the end of the Second World War, the compulsory education for the 8 year system has not yet been realized.
Japan's modern rapid realization of universal compulsory education has important political, economic, cultural and other factors. Japan takes education as the foundation of the country and implements universal compulsory education from the strategic height of education to build the country; some politicians, enlightenment thinkers, educationists actively publicize and popularize education thought, and provide important guidance for the popularization of compulsory education. A good social atmosphere has been created; the masses of the masses have been studying heavy education, showing great enthusiasm and support for universal compulsory education. In promoting the process of popularizing compulsory education, we attach importance to legislation and have formulated and promulgated a series of educational decrees and rules and regulations, such as "school system >", "education order >", "primary school order >", "normal school order" and so on, for the popularization of compulsory education. Education provides legal system guarantee, increasing education input, gradually carrying out free compulsory education, providing important economic basis and financial guarantee for universal compulsory education. Adhere to the principle of universal compulsory education for the balanced development, promote the comprehensive popularization of compulsory education in urban and rural areas. In accordance with the reality of economic and social development in Japan, we should vigorously develop normal education, set up normal schools, and strive to train primary school teachers, and provide important teacher guarantee for universal compulsory education.
The modern Japanese compulsory education has gone through a very unusual road, which has made remarkable achievements, accumulated rich experience, experienced many twists and turns, suffered damage and crisis. It is possible to study the course of popularizing compulsory education in Japan in modern times, absorb advanced experience and abandon wrong lessons, so that it can be used in the past for the present and in the middle of the world. The further analysis and research of popularizing compulsory education in modern times is still an unexplored field in the discipline of foreign education history.
【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】：2010
【分類號】：G531.3

【引證文獻(xiàn)】

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1 楊勇;洋務(wù)運(yùn)動教育改革與明治維新教育改革比較研究[D];河北大學(xué);2011年

相關(guān)碩士學(xué)位論文 前2條

1 王宜梅;下田歌子の女子教育理念に暍する研究[D];西安外國語大學(xué);2012年

2 任凱強(qiáng);近代以來日本農(nóng)村學(xué)校教育發(fā)展研究[D];西北師范大學(xué);2012年

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本文編號：2086710