本文選題：美國(guó)華人　切入點(diǎn)：教育　出處：《河北大學(xué)》2007年博士論文　論文類型：學(xué)位論文

【摘要】： 本論文力求在占有翔實(shí)史料的基礎(chǔ)上,以歷史唯物主義和辯證唯物主義的世界觀與方法論為指導(dǎo),研究19世紀(jì)中葉至今150余年美國(guó)華人的教育歷史,從公立教育與私立教育兩個(gè)方面透視美國(guó)華人所經(jīng)歷的從隔離到融合再到多元化追求的教育歷程,深入了解美國(guó)華人的教育歷史及其成敗得失,為處于中西文化融合與沖突中的我國(guó)教育事業(yè)的改革與發(fā)展提供一些有益的借鑒和啟示。 1848年至1881年,是美國(guó)華人教育的萌生階段。華人為經(jīng)濟(jì)因素所驅(qū)使落腳在美國(guó)西海岸,憑借從中國(guó)移植而來(lái)的傳統(tǒng)文化觀念,形成了以儒家思想為價(jià)值體系核心的自成一體的華僑文化。赴美華人即便處身于排華的社會(huì)環(huán)境下,依然堅(jiān)守著自己傳統(tǒng)的教育價(jià)值觀,當(dāng)華人兒童被完全排斥在公共教育之外時(shí),萌芽狀態(tài)的中文學(xué)校承擔(dān)起普通教育的任務(wù)。 1882年至1942年,是美國(guó)種族隔離最猖獗的時(shí)期。美國(guó)把排擠華人作為一項(xiàng)國(guó)家政策大力推行,華人飽受了極為不公的待遇。此時(shí)期華人公共教育展現(xiàn)的是一幅混雜的圖景。當(dāng)美國(guó)華人中的大多數(shù)在加州被置于隔離學(xué)校時(shí),紐約華人因人數(shù)的稀少而幸運(yùn)地避免于教育歧視,美國(guó)南部華人則尷尬地處于接納與拒絕之間。夏威夷華人由于其特殊的地理位置與社會(huì)環(huán)境,享有較大的教育空間,因而成為最早跨向成功的美國(guó)華人。作為對(duì)教育歧視的正面回應(yīng),華人社會(huì)機(jī)構(gòu)發(fā)揮文化教育功用,興辦中文學(xué)校,由此帶來(lái)華人私立教育的繁榮,形成華人接受教育的新途徑。由于美國(guó)隔離法律的存在,這一時(shí)期的華文教育仍帶有濃厚的保守孤立的色彩,這是那個(gè)時(shí)期美國(guó)排斥與隔離教育制度的必然結(jié)果。 1943年至1978年,是美國(guó)華人社會(huì)發(fā)生大轉(zhuǎn)折的時(shí)期。此時(shí)期華人逐漸意識(shí)到要爭(zhēng)取他們的教育平等權(quán),必須走出唐人街、加入到其他美國(guó)少數(shù)族裔的斗爭(zhēng)中去。在公共教育領(lǐng)域,美國(guó)華人不僅實(shí)現(xiàn)了公共教育一體化的理想,隔離學(xué)校已經(jīng)不復(fù)存在,而且他們贏得了在高校里開展亞裔美國(guó)人研究與在中小學(xué)推廣雙語(yǔ)教育的權(quán)益。新型中文學(xué)校紛紛出現(xiàn)以及華人新社團(tuán)的教育實(shí)踐活動(dòng),推動(dòng)了華文教育進(jìn)一步向前發(fā)展。華文教育逐漸演變?yōu)楣步逃妮o助形式,周末中文班得到普遍推廣。二戰(zhàn)后,很多中國(guó)留學(xué)生隨著身份轉(zhuǎn)變,匯入到華人移民的潮流中。他們這群優(yōu)異知識(shí)青年的加入大幅提升了美國(guó)華人整體的教育水平,對(duì)華人躍升為美國(guó)“模范少數(shù)族裔”起了一定的推動(dòng)作用。華人人口素質(zhì)的極大提高,經(jīng)濟(jì)社會(huì)地位的改善,加快了華人與美國(guó)主流社會(huì)同化的步伐。 1979年至今,華人教育的發(fā)展、中美教育交流與合作都進(jìn)入了一個(gè)嶄新的發(fā)展時(shí)期。華人聯(lián)合其他少數(shù)族裔團(tuán)體,在爭(zhēng)取自身權(quán)益上、在追求教育公平上取得了富有歷史意義的進(jìn)步。亞裔研究與雙語(yǔ)教育計(jì)劃進(jìn)一步發(fā)展壯大。中文學(xué)校的發(fā)展形勢(shì)發(fā)生了新轉(zhuǎn)變,普通話中文學(xué)校的前景廣闊,中國(guó)政府重新恢復(fù)對(duì)海外中文學(xué)校的輔助與支持工作。中國(guó)大陸移民潮推動(dòng)美國(guó)華文教育的繼續(xù)發(fā)展,助長(zhǎng)了華文教育的中興。中文學(xué)校數(shù)量急劇地增加,使各種中文學(xué)校協(xié)會(huì)應(yīng)運(yùn)而生。華文教育已經(jīng)逐步融入了美國(guó)的教育領(lǐng)域。 美國(guó)華人教育的發(fā)展取得了豐碩的成果,其歷史經(jīng)驗(yàn)與教訓(xùn)值得后人借鑒。針對(duì)其未來(lái)發(fā)展方向以及華人教育應(yīng)該走多元化道路還是追求融合這些問(wèn)題,筆者認(rèn)為應(yīng)是在融合的基礎(chǔ)上盡力追求多元,盡可能發(fā)揮已被華人教育歷史證實(shí)了的美國(guó)多元文化的重要組成部分——中華文化的最大價(jià)值,同時(shí)提出只要美國(guó)仍然存在人種、種族的區(qū)分,那么關(guān)于怎樣去界定和維護(hù)教育平等權(quán)的問(wèn)題就會(huì)永遠(yuǎn)存在。美國(guó)華人教育要依托中華文化為底蘊(yùn)、張揚(yáng)自己的文化屬性,同時(shí)團(tuán)結(jié)各族群的力量,為將來(lái)更好地發(fā)展掃清種族歧視的障礙。
[Abstract]:This thesis strives in sufficient historical data, based on historical materialism and the dialectical materialism world outlook and methodology as the guide of the mid nineteenth Century has more than 150 years of Chinese American education history, from the two aspects of public education and private education in perspective of Chinese American experience from separation to integration to diversify the process of education, in-depth understanding of the history and education of Chinese in the United States for success and failure, gain and loss, in the fusion of Chinese and Western culture and the reform and development of education in our country in the conflict to provide some useful reference and enlightenment.
From 1848 to 1881, is the initiation stage of Chinese American education. Chinese is driven by economic factors based on the west coast of the United States, with China from transplanted from the traditional culture, the formation of a self-contained Chinese culture with Confucianism as the core value system of the United States. Even in the Chinese exclusion of social environment and still stick to their traditional values of education, when Chinese children have been completely excluded from the public education, the bud Chinese school undertake the general education task.
From 1882 to 1942, the United States is the most rampant apartheid period. The Chinese exclusion as a national policy vigorously, Chinese suffered unfair treatment. At that time the Chinese public education show a mixed picture. When the majority of Chinese Americans in California were placed in segregated schools, New York because the number of Chinese rare and lucky to avoid discrimination in education, the southern Chinese were embarrassed between acceptance and rejection. The Chinese in Hawaii because of its special geographical location and social environment, enjoy greater education space, became the first Chinese American to succeed. As a positive response to the discrimination in education, Chinese social organizations play a role in education, the establishment of Chinese school, which brings the prosperity of Chinese private education, forming a new way for Chinese education. Because of the isolation of the legal deposit in this. The Chinese language education in the first period still has a strong and isolated color, which is the inevitable result of the American exclusion and isolation of education system at that time.
From 1943 to 1978, the Chinese American society had a major turning point. During this time, the Chinese gradually aware of to fight for their equal right of education. They must go out of Chinatown, to join the other American minorities in the struggle. In the field of public education, the Chinese not only realize the integration of public education, the school is no longer isolated there are, and they won the rights of Asian American Studies and carry out bilingual education in primary and secondary schools in Colleges and universities. Education practice model Chinese schools emerged and the new Chinese organizations, to promote the further development of Chinese education. Chinese education has gradually evolved as the auxiliary form of public education, Chinese weekend classes were spread Chinese. After World War II, many students with identity change, into the trend of Chinese immigrants. They are a group of outstanding young students greatly It has promoted the overall education level of Chinese Americans, and promoted the Chinese to become the "model minority". The improvement of the quality of Chinese population and the improvement of economic and social status accelerated the pace of assimilation between Chinese and American mainstream society.
Since 1979, the development of Chinese education, educational exchanges and cooperation between China and the United States have entered a new period of development. The Chinese and other minority groups in fighting for their rights, has made historic progress in the pursuit of educational equity. Asian Studies and bilingual education programs to further development. The new transformation of development the situation Chinese school, Mandarin Chinese school prospects, Chinese government resumed the assistance and support for the Chinese school overseas. Chinese immigrants from the mainland to promote the development of Chinese education in the United States, contributed to the resurgence of Chinese education. Chinese school number increased dramatically, the Chinese school Chinese Education Association came into being. The United States has gradually integrated into the field of education.
The development of Chinese American education has achieved fruitful results, the historical experience and lessons worthy of reference. In view of its future development direction of Chinese education should take the path of diversification is the pursuit of the integration of these problems, the author thinks that should be pursued on the basis of merging multi element, play as much as possible has been confirmed by the United States history of Chinese education cultural diversity is an important part of the maximum value of the Chinese culture, and put forward as long as the United States still exist race, racial distinction, so how to define and maintain educational equality problem will exist forever. The Chinese education should rely on Chinese culture and the publicity of their own cultural identity, and the unity of all ethnic groups of the power. For the better development of clear racial discrimination future obstacles.

【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：G571.2;K712

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