本文選題：清代 + 河南��； 參考：《陜西師范大學(xué)》2007年博士論文

【摘要】： 教育是社會(huì)的一項(xiàng)基礎(chǔ)性事業(yè)，接受教育的經(jīng)歷是大多數(shù)人人生的重要階段和發(fā)展基礎(chǔ)。教育發(fā)展的時(shí)空差異對(duì)區(qū)域社會(huì)的變遷影響深遠(yuǎn)。作為連接古代與近代的重要階段——清代更是如此。而清代的河南地區(qū)是一個(gè)既不像江浙湖廣那樣發(fā)達(dá)，也不像云貴蒙藏那樣落后的中層省份，它的社會(huì)特點(diǎn)在一定程度上代表了中國大多數(shù)地區(qū)的社會(huì)特點(diǎn)。選擇教育的綜合載體——學(xué)校為對(duì)象，對(duì)清代河南教育發(fā)展的時(shí)空差異及影響因素進(jìn)行深入探討，不僅具有更大的普遍意義，而且可以為深入理解教育與區(qū)域社會(huì)的關(guān)系奠定堅(jiān)實(shí)的基礎(chǔ)。 本文的研究共分三個(gè)部分： 第一部分即第一章緒論，通過對(duì)選題的簡(jiǎn)要分析和研究現(xiàn)狀的深入總結(jié)，提出了本文的研究思路。雖然教育是社會(huì)生活的重要方面，但前人對(duì)此問題的研究，或限于制度文本，如教育史學(xué)界；或關(guān)注相對(duì)較少，如歷史地理學(xué)界。而且涉及的研究大多選擇科舉人才特別是進(jìn)士人數(shù)作為考察區(qū)域教育發(fā)展水平的依據(jù)，存在著一定的不足。本文認(rèn)為，教育存在兩個(gè)系統(tǒng)：培養(yǎng)系統(tǒng)和選拔系統(tǒng)，學(xué)校作為教育活動(dòng)的綜合載體，隸屬培養(yǎng)系統(tǒng)，是教育的本質(zhì)系統(tǒng)和基礎(chǔ)系統(tǒng)。而人才只是教育選拔的結(jié)果，是教育效果的體現(xiàn)。選擇學(xué)校的數(shù)量分布及其所能提供的教育總量對(duì)清代河南教育的地域差異及其影響因素進(jìn)行分析，不但更加接近教育發(fā)展的實(shí)際，而且有助于豐富和完善區(qū)域教育和歷史地理研究的內(nèi)容和范圍。 第二部分即主體部分，包括第二到第五章，分別探討了清代河南教育發(fā)展的背景、過程、時(shí)空差異及影響因素。清代河南社會(huì)的特點(diǎn)即其教育發(fā)展的背景，第二章即介紹了清代河南教育發(fā)展的自然和社會(huì)背景。包括特殊的自然條件與頻繁的水旱災(zāi)害、穩(wěn)定的行政區(qū)劃和完備的科舉制度、繁忙的社會(huì)生產(chǎn)與落后的生產(chǎn)方式、動(dòng)蕩的社會(huì)局勢(shì)和貧困的農(nóng)民生活等等，種種背景都直接或間接地影響了各地各級(jí)教育發(fā)展的環(huán)境和條件。在這一背景下，清代河南的教育走過了自己的發(fā)展歷程，第三章通過對(duì)此過程的整體考察，，發(fā)現(xiàn)其大致經(jīng)歷了三個(gè)階段：傳統(tǒng)教育體系的建立與發(fā)展(1644--1795)、傳統(tǒng)教育體系的衰敗與重創(chuàng)(1796--1899)、新教育的萌芽與確立(1900--1911)。傳統(tǒng)教育體系包括各級(jí)儒學(xué)、社學(xué)、義學(xué)、私塾、書院等。新教育體系包括普通、師范等各類新式學(xué)堂。順治初到乾隆末傳統(tǒng)教育體系逐步建立和發(fā)展。嘉慶以后，各類傳統(tǒng)學(xué)校逐漸衰敗，咸同時(shí)期遭受重創(chuàng)，同光之際又得以恢復(fù)茍延。光緒末年直至清亡，在傳統(tǒng)教育的改良過程中，新式教育逐漸萌芽并最終草草確立。傳統(tǒng)教育的垂而不死和新式教育的遲遲萌芽充分反映了清代河南教育的封建、保守與滯后。 與此同時(shí)，清代河南教育的發(fā)展呈現(xiàn)出了明顯的時(shí)空差異。第四章便以各類學(xué)校為例分析了這一差異。特別是各類學(xué)校數(shù)量上的時(shí)空分布和程度上的發(fā)展差異。在嘉慶25年行政區(qū)劃的基礎(chǔ)上，通過廣泛搜集資料，采用合理標(biāo)準(zhǔn)，對(duì)各類傳統(tǒng)學(xué)校和新式學(xué)堂進(jìn)行了數(shù)量和存續(xù)時(shí)間等數(shù)據(jù)的統(tǒng)計(jì)，并在這些統(tǒng)計(jì)的基礎(chǔ)上，運(yùn)用數(shù)理方法，揭示了各類學(xué)校的時(shí)空分布特征，評(píng)估了各類學(xué)校的地域發(fā)展差異。具體來說，儒學(xué)依政區(qū)而置，時(shí)空分布與政區(qū)的調(diào)整息息相關(guān)。發(fā)展差異缺乏考察途經(jīng)，由入學(xué)機(jī)會(huì)看，衛(wèi)輝、陜州等地較大。義學(xué)的普及程度高于社學(xué)，雖然都是初級(jí)學(xué)校，但由于性質(zhì)的些微差異，時(shí)空分布和發(fā)展差異各不相同。書院的設(shè)置時(shí)間上集中于康熙中期和乾隆初期，地域上集中于開封、河南兩府。而由人均書院教育供給量的比較可知兩地也是書院普及程度較高的地區(qū)。新式學(xué)堂中普通學(xué)堂特別是中小學(xué)堂的設(shè)置初具規(guī)模，具備比較分析各地發(fā)展差異的基礎(chǔ)條件。中學(xué)堂各地設(shè)置數(shù)目差別不大，但發(fā)展差異明顯。南陽、開封、懷慶等府中學(xué)教育發(fā)展良好，其余諸府相對(duì)較差。小學(xué)堂集中設(shè)于開封、懷慶、河南、光州等地，普及程度與數(shù)量分布基本一致。由于書院和小學(xué)堂在新舊教育中的重要地位和因緣關(guān)系，其時(shí)空分布和發(fā)展差異基本代表了新舊教育的相應(yīng)特征。 第五章探討了影響各類學(xué)校時(shí)空分布和發(fā)展差異的宏觀和微觀因素。宏觀因素主要有自然、政治、經(jīng)濟(jì)、文化等條件，微觀因素主要有地方官的興學(xué)熱情及個(gè)別人物或?qū)W校的示范效應(yīng)等方面。自然環(huán)境通過地形地貌和對(duì)人口、經(jīng)濟(jì)的制約直接或間接影響學(xué)校的分布和發(fā)展。政治條件通過文教政策、政治地位、社會(huì)局勢(shì)等種種方面影響各類學(xué)校的集中傾向和發(fā)展勢(shì)頭。而地區(qū)經(jīng)濟(jì)發(fā)展水平、學(xué)校自身經(jīng)費(fèi)充裕情況、區(qū)域傳統(tǒng)經(jīng)濟(jì)結(jié)構(gòu)等經(jīng)濟(jì)條件決定著學(xué)校系統(tǒng)的存在基礎(chǔ)、持續(xù)能力和結(jié)構(gòu)類型。此外學(xué)術(shù)活動(dòng)和傳統(tǒng)習(xí)俗等文化要素對(duì)學(xué)校的分布和發(fā)展也有一定影響。各種因素發(fā)揮作用的范圍和限度不盡一致，清代河南教育發(fā)展的時(shí)空差異正是區(qū)域社會(huì)的宏觀環(huán)境和微觀環(huán)境綜合作用的結(jié)果。 第三部分即第六章結(jié)語，總體概括了清代河南教育發(fā)展的地域特征及其對(duì)當(dāng)前教育改革的啟示。這些特征包括：其發(fā)展具有明顯的階段性和突出的地域性、不同地區(qū)新舊教育的發(fā)展具有不同的一致性和一定的錯(cuò)位性、各類學(xué)校分布差異與發(fā)展差異的一致程度與人口因素密切相關(guān)、區(qū)域社會(huì)條件的差異是學(xué)校分布不均和地區(qū)失衡的根本原因等。
[Abstract]:Education is a basic cause of society, and the experience of receiving education is the important stage and development foundation of most people's life. The spatial and temporal differences of educational development have a profound influence on the changes of the regional society. As an important stage linking ancient and modern times - the Qing Dynasty is more so. And the Henan area of the Qing Dynasty is not only like the Jiangsu and Zhejiang lakes and the lakes. It is not as developed as the middle level provinces that are as backward as cloud and precious Mongolia, and its social characteristics represent the social characteristics of most parts of China. The choice of the comprehensive carrier of education, the school as the object, has a more general idea on the spatial and temporal differences and influence factors of the development of education in Henan in the Qing Dynasty. It can also lay a solid foundation for in-depth understanding of the relationship between education and regional society.
The study of this article is divided into three parts:
In the first part, the first chapter is the introduction. Through the brief analysis of the topic and the in-depth summary of the research status, the research ideas of this article are put forward. Although education is an important aspect of social life, the previous research on this issue, or limited to institutional texts, such as educational history, or less attention, such as historical geography. Most of the studies have chosen the scientific and technical personnel, especially the number of scholars, as the basis for the study of the level of regional education development, and there are some shortcomings. This paper holds that there are two systems in Education: the training system and the selection system, the school as a comprehensive carrier of educational activities, and the subordination of the training system, which is the essential system and basic system of education. Only the result of educational selection is the embodiment of the effect of education. The selection of the distribution of the number of schools and the total amount of education they can provide to the regional differences in Henan education in the Qing Dynasty and its influencing factors are not only closer to the reality of educational development, but also help to enrich and improve the content and model of the study of regional education and historical geography. Circumference.
The second part, the main part, including the second to fifth chapters, discusses the background of the development of education in Henan in the Qing Dynasty, the process, the difference in time and space and the influencing factors. The characteristics of the Henan society in the Qing Dynasty are the background of its educational development, and the second chapter introduces the self and social background of the development of education in Henan in the Qing Dynasty, including the special natural conditions and frequent conditions. The water and drought disasters, the stable administrative division and the complete imperial examination system, the busy social production and the backward production mode, the turbulent social situation and the poor farmers' life, etc. all kinds of backgrounds have directly or indirectly influenced the environment and conditions of the educational development at all levels in all levels. In this context, the education of Henan in the Qing Dynasty has gone through itself. The third chapter, through the overall investigation of the process, finds that it has roughly experienced three stages: the establishment and development of the traditional education system (1644--1795), the decline and the heavy damage of the traditional education system (1796--1899), the bud and the establishment of the new education (1900--1911). The new education system, such as the new education system, was established and developed gradually from the beginning of Shunzhi to the end of the Emperor Qianlong. After the Jiaqing, various traditional schools were gradually declining, the salty same period was severely damaged, and the time of the same light was restored. In the Qing Dynasty, the feudal, conservative, and lagging of the education of Henan in the Qing Dynasty was fully reflected in the slow germination of traditional education and the slow germination of new education.
At the same time, the development of education in Henan in the Qing Dynasty showed obvious space-time differences. The fourth chapter took various schools as an example to analyze the difference. In particular, the spatial and temporal distribution and the degree of development in the number of schools were different. On the basis of the 25 year administrative division of Jiaqing, through the extensive collection of data and the use of reasonable standards, various kinds of biography were adopted. On the basis of the statistics, the statistics of the quantity and duration of the data are carried out by the school and the new school. On the basis of these statistics, the spatial and temporal distribution characteristics of various schools are revealed and the differences in the regional development of various schools are evaluated. In particular, the Confucianism is placed in the political area, and the spatial and temporal distribution is closely related to the adjustment of the political area. Lack of inspection route, from the entrance opportunity, Weihui, Shaanxi Province and other places are larger. The popularization of Yi science is higher than the social science, although it is primary school, but because of the small difference in nature, the spatial and temporal distribution and development difference are different. The setting time of the Academy is concentrated in the middle of Kangxi and the early Qianlong period, and the region is concentrated in Kaifeng and Henan two. The comparison of the supply of per capita school education can be seen in the areas with higher popularity of the academies. In the new school, the general schools, especially the small and medium schools, have the initial scale, and the basic conditions for the comparative analysis of the differences in the development are comparatively analyzed. There are little differences in the number of local schools in the schools, but the differences in development are obvious. Nanyang, Kaifeng, Huai Qing and other governments Middle school education has developed well and the rest of the government is relatively poor. Small schools are mainly located in Kaifeng, Huai Qing, Henan, Kwangju and other places. The popularization and the quantity distribution are basically the same. Due to the important status and the relationship of the academy and the small school in the old and new education, the spatial and temporal distribution and the difference of the development represent the corresponding characteristics of the new and old education.
The fifth chapter discusses the macro and micro factors affecting the spatial and temporal distribution and development differences of various schools. The macro factors mainly include natural, political, economic and cultural conditions. The micro factors mainly include the enthusiasm of the local officials and the demonstration effects of individual characters or schools. The natural environment is restricted by the topography and the population and the economic constraints. It affects the distribution and development of schools directly or indirectly. The political conditions affect the centralization and development of various schools through various aspects, such as the cultural and educational policies, political status and social situation. The economic conditions of the regional economic development, the abundant financial conditions of the school itself, the regional traditional economic structure and other economic conditions determine the existence basis of the school system. In addition, cultural elements such as academic activities and traditional customs have a certain influence on the distribution and development of schools. The scope and limits of various factors play an unanimous role. The spatial and temporal differences in the development of education in Henan in the Qing Dynasty are the result of the comprehensive role of the macro and micro environment of the regional society.
The third part, the conclusion of the sixth chapter, summarizes the regional characteristics of the development of education in Henan in the Qing Dynasty and Its Enlightenment to the current education reform. These features include: its development has obvious stages and prominent regional characteristics, and the development of new and old education in different regions has different character and certain dislocation, and the distribution of various schools is poor. The degree of consistency between differences and development differences is closely related to population factors. The difference of regional social conditions is the root cause of uneven distribution of schools and regional imbalance.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：K249;G529

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 王洪瑞;;清末河南中學(xué)教育發(fā)展的地域差異[J];殷都學(xué)刊;2008年03期

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相關(guān)博士學(xué)位論文 前2條

1 于祥成;清代書院的儒學(xué)傳播研究[D];湖南大學(xué);2012年

2 馬信;回族文化傳承：經(jīng)堂教育與學(xué)校教育比較研究[D];中央民族大學(xué);2013年

相關(guān)碩士學(xué)位論文 前3條

1 寇猛利;清末民國時(shí)期陜西中等教育研究[D];陜西師范大學(xué);2012年

2 吳芳春;教育近代化與地方社會(huì)發(fā)展[D];江西師范大學(xué);2012年

3 陳靜純;宋代福建書院的時(shí)空差異與成因探析[D];福建師范大學(xué);2013年

本文編號(hào)：2053001