本文選題：慶歷興學(xué)　切入點：熙豐興學(xué)　出處：《華中師范大學(xué)》2009年碩士論文　論文類型：學(xué)位論文

【摘要】： 宋代在我國歷史上一個積弱積貧的時代,政治、經(jīng)濟(jì)的發(fā)展都不及前代,但北宋中后期的三次宰相興學(xué)把宋代教育推向了頂峰,使宋代教育成為歷史長河中一道閃亮風(fēng)景。這三次宰相興學(xué)分別是北宋慶歷四年(1044年),由范仲淹主持的“慶歷興學(xué)”;熙寧四年(1071年)到元豐八年(1085年),由王安石主持的“熙豐興學(xué)”;徽宗崇寧元年(1102年)到宣和三年(1121年),由蔡京主持的“崇寧興學(xué)”。這三次興學(xué)從學(xué)校建設(shè)、科舉制度改革、教學(xué)方法變革等幾個方面作出了新的嘗試,使宋代教育面貌煥然一新。本文將從四個部分入手來研究這三次宰相興學(xué): 第一部分主要研究這三次興學(xué)產(chǎn)生的社會背景,包括宋初的社會政治經(jīng)濟(jì)狀況和學(xué)校教育發(fā)展?fàn)顩r兩個方面。 第二部分將分別介紹三次宰相興學(xué)的具體內(nèi)容及其結(jié)果,包括范仲淹、王安石等人的教育思想,三次興學(xué)中州縣學(xué)校建立、科舉制改革、�？茖W(xué)校形成的過程。此外本部分還將重點介紹范仲淹在興學(xué)過程中采用的分齋教學(xué)法,王安石創(chuàng)立的三舍法等內(nèi)容。 第三部分將從三次興學(xué)的主導(dǎo)思想、教學(xué)管理、科舉制度的改革等方面來論述三次宰相興學(xué)之間的聯(lián)系,并從三次興學(xué)的實踐活動中分析其各自的特點,總結(jié)這三次興學(xué)對后世教育影響。 在前三部分基礎(chǔ)之上,第四部分將從人才的培養(yǎng)方式、教師隊伍的建設(shè)、課程和教材的潛在功能等幾方面來論述宋代三次宰相興學(xué)對現(xiàn)代教育的啟示。
[Abstract]:In the history of our country, the development of politics and economy in the Song Dynasty was not as good as that of the previous generation, but the three times of the prime minister's education in the middle and late period of the Northern Song Dynasty pushed the education of the Song Dynasty to the pinnacle. The education of the Song Dynasty became a shining landscape in the long river of history. The three prime ministers engaged in learning for four years in the Northern Song Dynasty (1044), "the Qing calendar" chaired by Fan Zhongyan; and Xining four years (1071) to Yuanfeng eight years (1085) and Wang Anshi. Huizong Chongning first year (1102) to Xuanghe three years (1121), Cai Jing presided over the "Chongning school." The reform of imperial examination system and the reform of teaching methods have made a new attempt to make the education of Song Dynasty take on a new look. This paper will study the three prime ministers' interest in learning from four parts:. The first part mainly studies the social background of the three schools, including the social and political economic situation and the school education development in the early Song Dynasty. The second part will introduce the specific contents and results of the three prime ministers respectively, including Fan Zhongyan, Wang Anshi and others' educational thoughts, the establishment of three schools in Zhongzhou and county, the reform of the imperial examination system. In addition, this part will focus on the introduction of Fan Zhongyan's teaching method used in the course of establishing his school, and the three shacks method founded by Wang Anshi. The third part will discuss the relationship between the three prime ministers in the aspects of leading thought, teaching management and the reform of imperial examination system, and analyze their respective characteristics from the practical activities of the three founding schools. Summing up the impact of these three schools on later generations of education. On the basis of the first three parts, the 4th part will discuss the enlightenment of the three prime ministers' learning to modern education in Song Dynasty from the aspects of the training way of talents, the construction of teachers' team, the potential function of curriculum and teaching materials, etc.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：K244

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