本文選題：壬戌學(xué)制 + 制度變遷�。� 參考：《南京大學(xué)》2011年博士論文

【摘要】：本文以1922年頒布的壬戌學(xué)制為研究對象,通過制度學(xué)研究方法,全面分析制度構(gòu)建的軌跡與全景。對制度建立的背景、制度設(shè)計(jì)的主體與推動力量、制度的博弈過程、文本體系與內(nèi)容、輿論評析、專家評議、制度安排、局部試點(diǎn)、實(shí)施方略與實(shí)踐、具有代表性的個案、校友群體的情感與回憶等進(jìn)行考察和論證。力求勾勒、梳理出壬戌學(xué)制的基本脈絡(luò)和近代學(xué)制體系形成的動態(tài)過程,努力探索近代教育發(fā)展的基本規(guī)律。 構(gòu)建適應(yīng)中國國情,并符合世界教育潮流的近代學(xué)制,是近代中國社會各個階層為之奮斗的目標(biāo)。從1902年至1922年,從民族危機(jī)嚴(yán)重的晚清,到資產(chǎn)階級共和國之奠立,乃至軍閥割據(jù)混戰(zhàn)的民國“弱政府”時期,伴隨著動蕩、劇烈的制度變遷,歷經(jīng)1902年壬寅學(xué)制、1904年癸卯學(xué)制、1912——1913年壬子癸丑學(xué)制、1922壬戌學(xué)制等近代四個學(xué)制的嬗變。最終由壬戌學(xué)制之構(gòu)建完成了中國近代教育體系的轉(zhuǎn)型,同時實(shí)現(xiàn)了由模仿日本,向師法美國的全面轉(zhuǎn)變。昭示著中國近代以來的學(xué)制體系建設(shè),以及自清末以來的教育近代化改革的基本完成。其“六三三制”的主體架構(gòu)經(jīng)受了歷史的長期校驗(yàn)而延續(xù)至今,體現(xiàn)出旺盛的生命力和強(qiáng)大的適應(yīng)力。 值得關(guān)注的是,在“五四”、新文化運(yùn)動的大格局之中,教育界形成了流派紛呈、思潮迭起、生機(jī)勃勃的多元文化生態(tài)。封建傳統(tǒng)文化的解體,西方現(xiàn)代文明傳輸與熏陶,軍閥戰(zhàn)爭和政治動蕩,各派政治力量彼此消長,為文化教育領(lǐng)域創(chuàng)造了了一個難得的自由生長空間。這一時期,教育思潮如浪如濤,教育運(yùn)動風(fēng)起云涌,教育改革全面展開,教育家開始嶄露頭角,并涌現(xiàn)了杰出的教育家群體,成為壬戌學(xué)制建構(gòu)之主力。 從壬戌學(xué)制產(chǎn)生的整個過程來看,它是由全國教育會聯(lián)合會率先提出草案、多次醞釀、反復(fù)討論、審慎研究、多方博弈,形成決議并通過的,并最終作為民間力量強(qiáng)有力地推動了北洋政府頒布實(shí)施。全國教育會聯(lián)合會在此復(fù)雜的歷史進(jìn)程中傾注了極大的熱情,實(shí)為促成1922年的壬戌學(xué)制最突出的力量。壬戌學(xué)制可謂凝聚了中國教育界的智慧、遠(yuǎn)見與歷史使命感。 與以往三部學(xué)制相比,壬戌學(xué)制從指導(dǎo)原則、整體架構(gòu)、基本內(nèi)容、課程標(biāo)準(zhǔn)來看,均有著明顯的進(jìn)步和獨(dú)特的長處。它是新文化運(yùn)動和“五四”運(yùn)動以來,我國教育界破舊立新、銳意革新,向西方先進(jìn)的教育理論和制度學(xué)習(xí),同時適應(yīng)中國社會發(fā)展需要的一個綜合性成果。壬戌學(xué)制的頒布和實(shí)施,深刻反映了我國教育界努力探索新教育道路的艱苦嘗試和不懈努力,標(biāo)志著中國資產(chǎn)階級新教育制度的確立。 新學(xué)制草案公布后,隨即引起了社會各界的熱切關(guān)注、熱烈議論和巨大反響。教育界人士以高漲的熱情投入到教育改革熱潮中,他們紛紛開會討論新學(xué)制并撰文評論。一時間意見紛呈,評論如潮。同時各省區(qū)教育會更是身體力行,在全國掀起了研究、探討學(xué)制改革的高潮。這實(shí)際上既是一次聲勢浩大的學(xué)制改革大宣傳,又是一次行之有效、影響深遠(yuǎn)的學(xué)制草案大診斷。由此,改舊制、定新制遂日益成為人心所向、大勢所趨的大事。 伴隨著學(xué)制改革的熱烈討論,學(xué)制改革實(shí)踐方興未艾。各地以新學(xué)制草案為指導(dǎo)大綱,進(jìn)行了探索、試點(diǎn)工作。廣州執(zhí)信中學(xué)率先試辦“六三三制”,南開中學(xué)推行中學(xué)“三三制”,便是各地試點(diǎn)新學(xué)制中影響較大者,在全國掀起了學(xué)制改革的熱潮。東南大學(xué)附屬中學(xué)設(shè)立學(xué)制改組委員會,籌劃學(xué)制改革事宜,推行選課制和學(xué)分制。這些教育改革實(shí)踐為壬戌學(xué)制的最終制訂提供了堅(jiān)實(shí)的依據(jù)。 1922年壬戌學(xué)制頒布后,諸多學(xué)校紛紛探索、實(shí)踐學(xué)制改革。通過延聘名師、創(chuàng)新教學(xué)理念、改進(jìn)教學(xué)方法、探索民主治校、激發(fā)學(xué)生學(xué)習(xí)興趣,努力構(gòu)建新型的學(xué)校教育體系,形成了別樣的特色和個性。在壬戌學(xué)制的促進(jìn)下,全國各級各類學(xué)校教育活力進(jìn)發(fā),呈現(xiàn)出蓬勃發(fā)展的新氣象,構(gòu)筑了多樣化、生機(jī)蓬勃的教育格局。為中國上世紀(jì)20年代至40年代的中小學(xué)教育奠定了良好的基礎(chǔ),造就出一大批科學(xué)文化領(lǐng)域的杰出人才。
[Abstract]:This paper, based on the study system in 1922, analyzes the track and panorama of the system construction through the methodology of institutional study. The background of the system, the main body and the driving force of the system design, the game process of the system, the text system and content, the opinion evaluation, the expert comment, the system arrangement, the local pilot, the implementation strategy and the strategy. In practice, the representative cases, the emotion and memory of the alumni group are examined and demonstrated. We try to outline the basic choroid of the school system and the dynamic process of the formation of modern school system, and try to explore the basic laws of modern education development.
From 1902 to 1922, from the late Qing Dynasty in the serious national crisis, the founding of the bourgeois republic, and the "weak government" of the Republic of warlords in the Republic of China from the 1902 to the 1922, it was accompanied by turbulent and violent institutional changes. Migrated, after the 1902 Nen Yin school system, the 1904 Kuo Mao school system, the evolution of the four modern school systems, such as 1912 - nzi and Kuo educational system in 1913, and the 1922 nonyuan system of school system, the transformation of modern Chinese educational system was completed by the construction of the nonan Xu school system. At the same time, it realized the comprehensive transformation of the imitation of Japan and the law of the United States to the United States. The construction of the system of academic system and the basic completion of the reform of modern education since the end of the Qing Dynasty. The main structure of the "633 system" has gone through the long term verification of history and has shown vigorous vitality and strong adaptability.
It is worth noting that, in the "54" and the great pattern of the new cultural movement, the educational circles have formed a variety of schools, ideas, and vibrant multicultural ecology. The disintegration of the feudal traditional culture, the transmission and edification of modern western civilization, the war of warlords and political turmoil, the political power of each school and the creation of cultural and educational fields. A rare space for free growth. In this period, the education trend was like waves, the education movement began to surge and the education reform began to expand. Educationists began to come to the fore, and the outstanding educationist group emerged as the main force of the construction of the school system.
From the whole process of the Nen system, it was first proposed by the Federation of national education associations, several times, deliberation, deliberation, multi game, resolution and adoption, and finally as a powerful folk force to push the Beiyang government to implement it. The National Association of education associations in this complex historical process. The great enthusiasm has been poured into the most prominent force in the 1922 school system, which has condensed the wisdom, the vision and the historical mission of the Chinese educational circles.
Compared with the previous three academic systems, the nonyuan system has obvious progress and unique strengths from the guiding principles, the overall framework, the basic content and the curriculum standards. Since it is the new cultural movement and the "54" movement, the educational circles in our country have been breaking new and innovating, learning from the advanced western educational theories and systems, and adapting to China. The promulgation and implementation of the school system of Nen Xu deeply reflects the hard attempts and unremitting efforts of the educational circles in China to explore the road of new education, which marks the establishment of the new educational system of the Chinese bourgeoisie.
After the publication of the new school system, the new school system has aroused great concern, heated discussion and great repercussions in all circles of the society. People in the educational circles have been devoted to the upsurge of education reform with high enthusiasm. They have met to discuss the new school system and write comments. In fact, it is not only a great propaganda of the reform of the academic system, but also an effective and far-reaching draft of the draft of the school system. Therefore, the reform of the old system and the new system have become an increasingly important event.
With the warm discussion of the reform of the school system, the practice of the reform of the school system is in the ascendant. The new school system draft is the Guide outline, and the pilot work is carried out. Guangzhou Zhixin middle school is the first to try "633 system", and the "33 system" in the Middle School of Nankai Middle School is the most influential person in the new school system in various places, and the school system is set off in the whole country. The school system reform committee was set up in the secondary school of Southeast University to plan the reform of the school system and to carry out the elective system and the credit system. These educational reform practices provided a solid basis for the final formulation of the school system.
After the promulgation of the school system in 1922, many schools have explored and practice the reform of the school system. By hiring teachers, innovating teaching ideas, improving teaching methods, exploring democratic governance, stimulating students' interest in learning and building a new school education system, different characteristics and personalities have been formed. The vitality of school education presents a new atmosphere of flourishing development, a diversified and vigorous education pattern, which has laid a good foundation for the primary and middle school education in the 20s and 40s of the last century, bringing up a large number of outstanding talents in the field of science and culture.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：G529

【引證文獻(xiàn)】

相關(guān)博士學(xué)位論文 前1條

1 葉波;課程改革作為話語實(shí)踐[D];西南大學(xué);2014年

相關(guān)碩士學(xué)位論文 前1條

1 羅樂;清末民初我國師范學(xué)校音樂教育觀的研究[D];華中師范大學(xué);2013年

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本文編號：1967999