本文選題：留學(xué)　切入點(diǎn)：比利時(shí)　出處：《暨南大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：中國(guó)近現(xiàn)代留比教育雖然在規(guī)模、影響上不能與留英、留美、留日等留學(xué)大國(guó)相提并論，但是留比教育的形成、發(fā)展與演繹的歷史進(jìn)程具有自己的特色，是中國(guó)近現(xiàn)代留學(xué)教育的重要組成部分。對(duì)中國(guó)近現(xiàn)代留比教育的研究，具有重要的學(xué)術(shù)價(jià)值和現(xiàn)實(shí)意義。正是基于此，本文將從三個(gè)方面對(duì)中國(guó)近現(xiàn)代留比教育進(jìn)行深入地探討，希冀在還原歷史事實(shí)的基礎(chǔ)上，作客觀、全面、系統(tǒng)的評(píng)價(jià)。 第一部分，中國(guó)近現(xiàn)代留比教育的興起。19世紀(jì)初比國(guó)開(kāi)始了工業(yè)革命，經(jīng)濟(jì)迅猛發(fā)展，亟須開(kāi)拓海外市場(chǎng)，遠(yuǎn)東的中國(guó)成為比國(guó)海外擴(kuò)張的既定戰(zhàn)略目標(biāo)。而當(dāng)時(shí)中國(guó)社會(huì)的現(xiàn)狀，自鴉片戰(zhàn)爭(zhēng)以后日益發(fā)展的“實(shí)業(yè)救國(guó)”思想、早期留歐學(xué)生回國(guó)后帶回的信息、加上外交官員回國(guó)后的筆記、報(bào)告，將比國(guó)推入了國(guó)人的視野之中。在這樣的歷史背景下，中比雙方抱著積極的態(tài)度促成了中國(guó)近現(xiàn)代留比教育的開(kāi)始。 第二部分，中國(guó)近現(xiàn)代留比教育分為晚清和民國(guó)兩個(gè)時(shí)期。晚清時(shí)期的留比教育，其實(shí)業(yè)性的特征非常明顯。學(xué)習(xí)工科的留比學(xué)生占了總數(shù)的近八成，其中以習(xí)機(jī)電、采礦為主，他們回國(guó)后進(jìn)入了鐵路、廠礦等機(jī)構(gòu)，成為了基層骨干。民國(guó)時(shí)期的留比教育受國(guó)內(nèi)外戰(zhàn)爭(zhēng)因素的影響，主要分為三個(gè)時(shí)期。初期以沿用延續(xù)晚清留學(xué)政策為主，中期和后期以勤工儉學(xué)運(yùn)動(dòng)和庚款留學(xué)運(yùn)動(dòng)為主。這一時(shí)期的特點(diǎn)，表現(xiàn)為留比學(xué)生逐步轉(zhuǎn)為以自費(fèi)生為主；學(xué)科上從工科一枝獨(dú)秀發(fā)展為法政、文藝、機(jī)電、土木工程等多學(xué)科齊頭并進(jìn)；在學(xué)歷上，碩士以上學(xué)歷的學(xué)生集中在法政領(lǐng)域。 第三部分，中國(guó)近現(xiàn)代留比學(xué)生在政治和文化層面具有積極影響。在政治方面，留比學(xué)生較之于其他留歐美學(xué)生，更加關(guān)心中國(guó)近現(xiàn)代國(guó)內(nèi)不同時(shí)期的政治運(yùn)動(dòng)。從最初的辛亥革命到抗日戰(zhàn)爭(zhēng)，留比學(xué)生都表現(xiàn)了極高的愛(ài)國(guó)熱忱，不僅在海外捐款捐物、宣傳中國(guó)的政治主張、呼吁國(guó)際社會(huì)對(duì)華援助，而且還踴躍回國(guó)參加各種政治運(yùn)動(dòng)。在文化方面，留比學(xué)生回國(guó)后，大多數(shù)優(yōu)秀人才得以進(jìn)入高等學(xué)府，不僅為中國(guó)近現(xiàn)代文化的發(fā)展作出了貢獻(xiàn)，還培養(yǎng)了大批的高級(jí)人才，為中國(guó)近現(xiàn)代學(xué)術(shù)的發(fā)展與轉(zhuǎn)型做出來(lái)重要的貢獻(xiàn)。 基于上述分析討論，，中國(guó)近現(xiàn)代留比教育的發(fā)展軌跡及其特點(diǎn)較為清晰地呈現(xiàn)出來(lái)。本文在探討留比教育的同時(shí)，也期為當(dāng)今的留學(xué)教育發(fā)展提供些許的借鑒。
[Abstract]:Although the scale and influence of Chinese education for studying in comparison with China in modern times cannot be compared with that of large countries studying abroad, such as studying in Britain, the United States and Japan, the historical process of the formation, development and interpretation of the education of studying in Belgium has its own characteristics. It is an important part of Chinese modern education to study abroad. The research on Chinese modern education of studying abroad is of great academic value and practical significance. In this paper, the author makes a thorough discussion on the education of retention in modern China from three aspects, hoping to make an objective, comprehensive and systematic evaluation on the basis of the restoration of historical facts. The first part, the rise of China's modern education to stay in comparison. In the early 19th century, the industrial revolution began, and the economy developed rapidly, so it was urgent to open up overseas markets. China in the far East has become an established strategic target for overseas expansion of Belgium. At that time, the current situation of Chinese society, the increasingly developed idea of "industrial salvation" since the Opium War, and the information returned by early students who stayed in Europe after returning home, In addition to the notes taken by diplomatic officials after returning to China, the report pushed Biguo into the eyes of the Chinese people. Under such a historical background, the positive attitude between China and Belgium contributed to the beginning of China's modern education in Belgium. In the second part, China's modern education for retention is divided into two periods: the late Qing Dynasty and the Republic of China. In fact, the characteristics of retention education in the late Qing Dynasty are very obvious. After returning to China, they entered railways, factories and mines and became the backbone of the grassroots. The education of staying in Belgium during the period of the Republic of China was mainly influenced by the war factors at home and abroad and was mainly divided into three periods. At the beginning of the period, the policy of continuing to study abroad in the late Qing Dynasty was adopted mainly. In the middle and late stages, the work-study movement and the "study abroad" movement were the main ones. The characteristics of this period were that the students studying in Belgium gradually turned to self-funded students, and the discipline developed from engineering to law, literature and art, and electromechanical. Civil engineering and other subjects go hand in hand; in education, students with master's degree or above are concentrated in the field of law. In the third part, the Chinese modern students have a positive influence on politics and culture. In the political aspect, compared with the other students in Europe and the United States, they have a positive influence. More concerned about the political movements in China at different times in modern and modern times. From the initial Revolution of 1911 to the War of Resistance against Japan, the students in Liberia have all shown great patriotic enthusiasm, not only by donating money and materials abroad, but also by publicizing China's political views. Appeal to the international community for assistance to China, and enthusiastically return to China to participate in various political movements. In terms of culture, most of the outstanding talents have been able to enter institutions of higher learning after returning to China, which has not only contributed to the development of Chinese modern and modern culture, It has also trained a large number of high-level talents and made important contributions to the development and transformation of modern Chinese learning. Based on the above analysis and discussion, the development track and characteristics of retention education in modern China are presented clearly. This paper not only discusses the education of retention ratio, but also provides some reference for the development of education of studying abroad today.
【學(xué)位授予單位】：暨南大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2012
【分類號(hào)】：K257;K258;K26

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