本文選題：教會(huì)大學(xué)　切入點(diǎn)：教育目標(biāo)　出處：《山東大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

【摘要】：中國教會(huì)大學(xué)是由西方傳教士開辦的中國近代高等教育機(jī)構(gòu),伴隨著西方殖民者的腳步來到中國,經(jīng)過20世紀(jì)初期到中期的聯(lián)合與發(fā)展,日漸成為在中國處于領(lǐng)先地位的大學(xué),直到1952年在院系調(diào)整的洪流中退出中國歷史舞臺(tái)。在長達(dá)半個(gè)多世紀(jì)的發(fā)展歷程里,西方的高等教育理念、管理體制、課程體系與教學(xué)方法都被教會(huì)大學(xué)引入中國,其客觀上引領(lǐng)著中國早期高等教育的發(fā)展。 自20世紀(jì)80年代,中國大陸歷史學(xué)家、教育史家、社會(huì)文化學(xué)者等陸續(xù)從文化交流史、教育史等學(xué)科視角對(duì)教會(huì)大學(xué)做歷史樣態(tài)描述、消極或積極影響評(píng)述等研究,或?qū)蝹�(gè)教會(huì)大學(xué)做案例研究,取得了豐碩的研究成果,如認(rèn)為教會(huì)大學(xué)在中國的發(fā)展經(jīng)歷了初創(chuàng)時(shí)期、聯(lián)合時(shí)期、立案時(shí)期,課程設(shè)置經(jīng)歷了“世俗化、正規(guī)化、中國化”等不同階段；但若從課程論視角重新分析這三個(gè)階段,我們會(huì)有許多非常有意義的新發(fā)現(xiàn)：課程論是在知識(shí)社會(huì)學(xué)和教育社會(huì)學(xué)交匯之下研究不同政治環(huán)境、不同社會(huì)階段、不同學(xué)校培養(yǎng)目標(biāo)定位與知識(shí)選擇和組織之間互動(dòng)有效性的學(xué)科,其最經(jīng)典的學(xué)科意識(shí)表達(dá)即是學(xué)界熟知的“什么知識(shí)最有價(jià)值?”和“誰的知識(shí)最有價(jià)值?”。用“課程論”的解釋范式做分析工具,我們會(huì)發(fā)現(xiàn)在三個(gè)不同的時(shí)期,教會(huì)大學(xué)的教育目標(biāo)定位與表述經(jīng)歷了比較明顯的變化,從最初的傳播福音到最終為中國社會(huì)服務(wù)；同時(shí),作為實(shí)現(xiàn)這些變化的最主要手段,其對(duì)知識(shí)的選擇與組織也相應(yīng)調(diào)整,表現(xiàn)為其對(duì)相應(yīng)的課程體系進(jìn)行了不斷改革。但無論如何改變,其宗教大學(xué)的本質(zhì)屬性都必然地決定了其知識(shí)選擇與課程體系的宗教性、西方性、文化輸出性,這與“中國”作為獨(dú)立“民族國家”的自主需要必然南轅北轍、沖突日劇。因?yàn)橹挥薪逃繕?biāo)與知識(shí)選擇、課程設(shè)置符合民族國家政治、社會(huì)需要的大學(xué)才有空間發(fā)展和壯大。當(dāng)然,唯政治論的大學(xué)發(fā)展論會(huì)危機(jī)民族國家的真實(shí)進(jìn)步和民族理性的發(fā)展與培育。只有大學(xué)的目標(biāo)定位與知識(shí)選擇、課程體系設(shè)置適度地關(guān)照到國家政治、民間社會(huì)、學(xué)生及家長等各方利益相關(guān)者訴求時(shí),這樣的大學(xué)才能與國家進(jìn)步、社會(huì)改良形成良性互動(dòng),才能穩(wěn)固生存和健康發(fā)展。這是從課程論視野分析、研究教會(huì)大學(xué)歷史的現(xiàn)實(shí)意義。 論文嘗試以課程論為研究視角,對(duì)教會(huì)大學(xué)的不同階段的教育目標(biāo)變化的原因、來源,課程內(nèi)容的選擇,以及怎樣來衡量目標(biāo)達(dá)成度,并具體以齊魯大學(xué)、燕京大學(xué)為例,對(duì)我國現(xiàn)在的綜合研究型大學(xué)課程改革提出些許建議。全文共分為六個(gè)部分： 第一章為緒論部分,提出研究目的,總結(jié)國內(nèi)外的研究現(xiàn)狀,介紹研究內(nèi)容與方法以及相關(guān)概念的界定。第二、三章則是分別對(duì)教會(huì)大學(xué)的發(fā)展歷程、屬性、教育目標(biāo)、傳播知識(shí)的選擇進(jìn)行了梳理分析。第四、五章分別從橫向和縱向的角度對(duì)教會(huì)大學(xué)在不同時(shí)期的教育目標(biāo)與課程設(shè)置進(jìn)行了比較分析。最后在第六章通過對(duì)前幾章的歸納總結(jié)得出教會(huì)大學(xué)課程設(shè)置動(dòng)態(tài)化的啟示。
[Abstract]:China Church University is run by the western missionaries Chinese modern institutions of higher education, with the western colonists came to China steps through joint development, and early to mid twentieth Century, becoming a leading position in the Chinese university until 1952 in the Department of history of the whole tone exit Chinese torrent. In the course of development for half a more than a century, higher education philosophy, western management system, curriculum system and teaching methods have been introduced into the Church University Chinese, objectively leads the development of higher education China early.
Since 1980s, China, historians, scholars and historians of education, social and cultural succession from the history of cultural exchange, education history from the perspective of the Church University history state description, research on the influence of negative or positive, or to do a case study of a single Church University, has achieved fruitful results, such as that of university development in the church China has experienced start-up period, with period, filing period, the curriculum has experienced "secularization, standardization, different stages of Chinese"; but from the theory of curriculum re analysis of the three stage, we will have many new discoveries of great significance: the curriculum theory is the study of different political environment in the intersection of science knowledge sociology and social education under different social stages, different schools to cultivate the effectiveness of interaction between disciplines orientation and selection and organization of knowledge, the most classic subject meaning General expression is well-known scholars, "what knowledge is of most worth?" and "whose knowledge is the most valuable?". The analysis tools used in "curriculum theory" paradigm, we will find that in three different periods, education target positioning and expression of Christian University changed significantly from the beginning, the propagation of the Gospel to the final Chinese for social services; at the same time, as the main means of implementing these changes, the selection and organization of knowledge is also adjusted accordingly, the performance of its reform on the corresponding curriculum system. But in any case, the essential attributes of religious university must decide the religion and the choice of knowledge and curriculum system of the western culture, the output, and the "China" as an independent "Nation-State" autonomy inevitable conflict and drama. Because only the education goal and the choice of knowledge class Is in line with the national political and social needs of the University have the space to develop and grow. Of course, the only political theory on the development of university crisis national real progress and national rational development and cultivation. Orientation and choice of knowledge only the university curriculum system setting appropriate attention to national politics, civil society the students and their parents, and other stakeholders demands, so can university and national progress, improved social interaction, in order to secure the survival and healthy development. This is from the perspective of curriculum and practical significance to study the history of Christian universities.
This paper tries to study from the perspective of curriculum theory, the source of the reason, the different stages of the education goal changes on church colleges, curriculum content selection, and how to measure the objectives, and specific to the Qilu University of Yenching University, for example, to put forward some suggestions for university comprehensive study of present curriculum reform in our country. Is divided into six parts:
The first chapter is the introduction, put forward the purpose of the study, summarizes the research status at home and abroad, introduces the research contents and methods and the definition of related concepts. The second, third chapter is the development of Christian University respectively, the attribute of educational goals, the dissemination of knowledge of the selection of carding analysis. The fourth, fifth chapter respectively from horizontal and vertical angles of the church in different periods of education goals and curriculum comparison analysis. Finally in the sixth chapter, we summarizes enlightenment dynamic setting of universities courses for the first few chapters of the induction.

【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G649.29

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