本文選題：教授 + 教學��； 參考：《哈爾濱師范大學》2015年碩士論文

【摘要】：“教學”是教育的核心活動。在中國古代傳統(tǒng)教育中教學稱為“教授”;民國時期,在陶行知等知識分子的努力下,將“教授”改為“教學”。無論是“教授”還是“教學”其所指都是同一事物,這一名詞變更過程重新構建了人們對教育、教學、學校等多方面的認識。本論文力圖用觀念史研究方法,來分析和研究傳統(tǒng)的教授思想和民國時期的教學思想,在“教授”到“教學”的這一過程中,有繼承也有改進,并認為這一轉變與當時的政治變革、社會思想等有關。論文共分為五部分:第一部分,主要說明本文的研究源起與研究意義,同時歸納說明有關“民國時期教學觀念”的已有國內外研究現狀,觀念史研究方法在中國的使用情況。第二部分,追溯了觀念史研究方法的產生與形成,著重講述了美國史學派和劍橋學派的觀念史研究方法的形成與發(fā)展。其次,介紹本文的分析思路,本文采用的研究方法是文本分析與歷史語境相結合,從時代背景來探究“教學”取代“教授”的原因。第三部分,用觀念史研究方法對“教授”、“教學”分別進行動態(tài)勾勒。本文認為中國傳統(tǒng)“教授”觀念的演進經歷了開端、發(fā)展、高潮等三個階段。民國時期知識分子群的“教學”觀念可歸納為三類:國民培養(yǎng)、大學變革、提倡教育的普及與實用性等,這些都影響到了這一名詞的變革。第四部分,民國時期“教學”觀念是在原有的“教授”觀念基礎之上進行的變革。本文認為,“教學”觀念的變革主要有與時俱進、平民化、個性培養(yǎng)、科學化等四個特點。第五部分,就民國時期“教學”觀念自身而言,它產生于民國社會背景之下。當時的社會狀況是民主思潮、國際競爭激烈、社會管理混亂,受這些社會背景影響,“教學”觀念呈現出三個特點:平等、提高學生了解社會的能力以及培養(yǎng)社會學人才。
[Abstract]:"Teaching" is the core activity of education. In the ancient Chinese traditional education, teaching was called "Professor". In the period of the Republic of China, the "Professor" was changed to "teaching" under the efforts of Tao Xingzhi and other intellectuals. In the process of "teaching" to "teaching", there is an inheritance and improvement in the process of "teaching" to "teaching", and it is considered that this transformation is related to political and social thought at the time. It is divided into five parts. In the first part, it mainly explains the origin and significance of the study. At the same time, it sums up the status of the research on the concept of teaching in the period of the Republic of China, the use of the research methods of concept history in China. The second part traces the emergence and formation of the concept of Shi Yan's study, and focuses on the history of American history. The formation and development of the research methods of the history of ideas in the school of school and Cambridge. Secondly, the analysis of this article is introduced. The research method used in this paper is the combination of text analysis and historical context, and the reasons for the replacement of "teaching" from the background of the times. The third part, "teaching" and "teaching" by the study method of view history. This paper holds that the evolution of the traditional Chinese "Professor" concept has experienced three stages: the beginning, the development and the climax. The "teaching" concept of the intellectuals in the Republic of China can be summed up in three categories: the national cultivation, the university reform, the popularization and practicality of education, which all affect the change of this noun. Fourth The concept of "teaching" in the period of the Republic of China is a change on the basis of the original concept of "Professor". This article holds that the reform of the concept of "teaching" mainly consists of four characteristics, such as keeping pace with the times, being civilian, cultivating individuality and scientization. The fifth part, in terms of "teaching" in the period of the Republic of China, it came into being in the social background of the Republic of China. At the time, the social situation at that time was democratic trend of thought, the international competition was fierce, and the social management was confused. Influenced by these social backgrounds, the concept of "teaching" showed three characteristics: equality, improving the students' ability to understand the society and the training of sociological talents.
【學位授予單位】：哈爾濱師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G529

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