發(fā)布時間：2018-06-27 07:08

  本文選題：民國時期 + 教育方針��； 參考：《內(nèi)蒙古師范大學(xué)》2011年碩士論文

【摘要】：所謂“教育方針”,一般是指國家或政黨在一定歷史階段提出的有關(guān)教育工作的總方向和總指針,是教育基本政策的總概括。它是確定教育事業(yè)發(fā)展方向,指導(dǎo)整個教育事業(yè)發(fā)展的戰(zhàn)略原則和行動綱領(lǐng)。教育方針之于教育,如同指南針之于舵手,燈塔之于航船,它決定著教育事業(yè)發(fā)展的根本方向和趨勢。正因為如此建國以來,有關(guān)研究教育方針的文章不在少數(shù),并且在理論上取得了重大的突破；然而有關(guān)民國時期的教育方針的研究卻是聊若星辰。雖然民國與我國當下處于不同的時空和社會制度、文化之下,但是,歷史是一面鏡子,作為文化的一種體現(xiàn),研究民國時期教育方針所反映出來的精神主旨,對于我們當下的教育仍然有超越時空和社會意識限制的重大意義。筆者不才,試圖在本文中以《教育雜志》作為主要的資料依據(jù),對民國時期教育方針變革的歷史背景、原因、過程以及影響等幾方面進行探析,祈求從中找到民國時期教育方針的精神主旨,并探討其對于當下中國教育的啟示。 本文共分為三個部分： 第一部分為文章的導(dǎo)言。在這一部分中,首先對國內(nèi)外有關(guān)民國時期教育方針的研究進行簡要回顧和羅列,從而體現(xiàn)了本文的研究價值和意義；然后,分別從文章的研究對象、《教育雜志》在民國時期教育中的重要地位、研究方法等幾方面進行界定和說明；另外,對民國時期教育方針的研究史料進行文獻綜述；最后概述本文的寫作思路。 第二部分為文章的主干。在這一部分中,首先對民國時期教育方針的沿革過程進行詳細的論述和分析：1912—1913年和1916—1928年兩個階段的教育方針是以蔡元培和諧教育思想(五育并舉的教育主張)為藍本的；1913—1916年這一階段實施的是袁世凱的《教育要旨》；1927年以后至新中國成立以前采用的是三民主義教育方針(即黨化教育方針)。 其次,根據(jù)這三個教育方針在教育指導(dǎo)思想和代表利益上有著截然不同之處,因此,對于民國時期的教育方針精神主旨的談?wù)摪凑諘r間界限可以分為三個部分： 1912—1913年和1916—1928年所實施的均是南京臨時政府時期制定的教育方針,其體現(xiàn)出的精神主旨主要包括以下幾個方面：一是重視教育的作用,將教育與個體和社會的發(fā)展緊密的結(jié)合起來；二是學(xué)科設(shè)置合理,注重學(xué)生的全面發(fā)展；三是重視學(xué)生的個性發(fā)展,尊重人的尊嚴、潛能和價值；四是學(xué)界對于教育方針的制定和實施密切關(guān)注且積極推動,營造出良好的文化氛圍。 1913—1916年袁世凱執(zhí)政的北洋軍閥政府時期的教育方針,完全是袁世凱為了恢復(fù)封建綱常和倫理道德在教育上的體現(xiàn),使得民國元年教育方針的革命性和民主性蕩然無存。 到了南京國民政府時期(1927年以后),提出了三民主義教育方針,其實是大地主大資產(chǎn)階級的利益在教育上的要求。其教育方針本質(zhì)上是國民黨右派“黨化教育”的產(chǎn)物,目的是鞏固手中的政權(quán)，，為更好地獲得生產(chǎn)和經(jīng)濟利益服務(wù)。在這一昀期,對于受教育者個體的關(guān)照和重視是沒有得到體現(xiàn)和彰顯的。但是對于教育的社會價值卻被提到了空前的高度。 此外,不論是南京臨時政府時期、北洋軍閥政府時期還是之后的國民黨政府時期的教育方針,都十分注重教育為社會服務(wù)的功能。 第三部分,民國時期教育方針對于當下我國教育的影響及啟示 南京臨時政府時期的教育方針對于當下教育的啟示主要包括以下幾個方面：第一,重視學(xué)生的全面發(fā)展；第二,尊重學(xué)生的個性、潛能和價值；第三,重視教育的社會價值和個人價值,提倡職業(yè)教育。 袁世凱執(zhí)政的北洋軍閥政府時期的教育方針和國民黨政府時期的教育方針將教育社會本位功能的放大,它很少將受教育者自身的特點、個性、興趣等方面作為教育方針和教育工作開展的依據(jù)和標準,使得這時期的教育只見教育不見人。 由此我們知道,教育方針的制定和實行,只有建立在符合社會發(fā)展需要,符合人民對于教育的要求的基礎(chǔ)上才是適應(yīng)社會的,才能為教育和社會的發(fā)展提供正確的政策導(dǎo)向和理論支持。
[Abstract]:The so-called "educational policy" refers to the general direction and general pointer of the educational work put forward by a state or a political party at a certain historical stage. It is the general summary of the basic policy of education. It is a strategic principle and an action programme to determine the direction of the development of the cause of education and guide the development of the whole education. Education policy is like the compass of education. At the helmsman and the lighthouse on the ship, it determines the fundamental direction and trend of the development of education. Since the founding of the people's Republic, there are few articles on the policy of education and a great breakthrough in theory. However, the study of the educational policy in the period of the Republic of China is a star. Although the Republic of China and our country are the same as the Republic of China Under the different space-time and social system, under culture, but history is a mirror, as a reflection of culture, the study of the spiritual theme reflected by the education policy in the period of the Republic of China still has the significance of transcending time and space and restriction of social consciousness for our present education. As the main data basis, the magazine analyzes the historical background, causes, process and influence of the reform of the educational policy in the period of the Republic of China, and praying to find the spiritual theme of the education policy in the period of the Republic of China, and to explore its enlightenment to the present education in China.
This article is divided into three parts:
The first part is the introduction of the article. In this part, it first briefly reviews and lists the domestic and foreign research on the education policy in the period of the Republic of China, which reflects the value and significance of the study. Then, the research object of the article, the important position of the education magazine in the time period education of the Republic of China, the research methods and so on. To define and explain; in addition, the historical data of the education policy in the Republic of China are reviewed; finally, the writing ideas of this article are outlined.
The second part is the main part of the article. In this part, first of all, the course of the evolution of the education policy in the period of the Republic of China was discussed and analyzed in detail. The educational policy of the two stages of the period from 1912 to 1913 and from 1916 to 1928 was based on Cai Yuanpei's thought of Harmonious Education (five educational ideas); the implementation of this stage from 1913 to 1916 was carried out. It is Yuan Shikai's education tenet. After 1927, before the founding of new China, the policy of three people's principles was adopted.
Secondly, according to these three educational principles, there are different points in the educational guiding ideology and representative interests. Therefore, there are three parts in the discussion of the spirit of the education policy in the period of the Republic of China.
1912 - 1913 and 1916 - 1928 were implemented in the period of the education of the Nanjing interim government. The spiritual theme embodied in it mainly includes the following aspects: one is the importance of education and the combination of education and the development of individual and society; two is the rational discipline and the overall development of the students; Three is to pay attention to the development of the students' personality, respect for human dignity, potential and value; four, the academic circles pay close attention to the formulation and implementation of the educational policy and actively promote it and create a good cultural atmosphere.
The educational policy of the Northern Warlords Government during the period from 1913 to 1916 was entirely the embodiment of Yuan Shikai's education in order to restore the feudal code and ethics, which made the revolutionary and democratic policy of the year of the Republic of the Republic of the Republic of China remained completely revolutionary and democratic.
In the period of the national government of Nanjing (after 1927), the educational policy of the three people's principles was put forward. In fact, the interests of the big landlords and the big bourgeoisie were in education. In essence, the educational policy was the product of the "party education" of the Rightists of the Kuomintang. The purpose was to consolidate the hands of the political power and to better serve the interests of production and economy. In a period of time, the care and attention of the educated individual is not reflected and manifested. However, the social value of education has been mentioned at an unprecedented level.
In addition, the educational policy of the Kuomintang government during the period of the Northern Warlords Government and the Kuomintang government in the period of the Northern Warlords Government in Nanjing, all of which paid great attention to the function of education for the social service.
The third part, the influence and Enlightenment of the education policy in the Republic of China on the current education in China.
The Enlightenment of the educational policy of Nanjing interim government to the present education mainly includes the following aspects: first, pay attention to the overall development of the students; second, respect the students' personality, potential and value; third, attach importance to the social and personal values of education, and promote vocational education.
The educational policy of Yuan Shikai's ruling Northern Warlords Government and the educational policy of the Kuomintang government during the period of the government of the Kuomintang will enlarge the function of the education of the social standard. It is very little to be the basis and standard of the educational policy and education work to be carried out by the educator's own characteristics, personality and interest, so that education in this period is only invisible to education.
Therefore, we know that the formulation and implementation of the educational policy is only based on the needs of the social development and the requirements of the people's education, which can be adapted to the society and can provide the correct policy guidance and theoretical support for the development of education and society.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G529

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 楊文遠;《教育雜志》與近代中國教育話語變遷[D];南京師范大學(xué);2013年

本文編號：2073104