本文選題：洋教習(xí)　切入點(diǎn)：新式學(xué)堂　出處：《河北師范大學(xué)》2010年碩士論文

【摘要】： 晚清,洋務(wù)教育面臨師資匱乏的困境,學(xué)堂不得不通過聘請洋教習(xí)的方式充實(shí)教師隊(duì)伍。隨著新式教育的發(fā)展,學(xué)堂對洋教習(xí)的需求日益增多。洋教習(xí)不斷通過外國駐華工作人員、清政府駐外官員等推薦來華。為加強(qiáng)對外籍教習(xí)的管理,防止出現(xiàn)糾紛,學(xué)堂通常會(huì)與洋教習(xí)簽訂合同明定權(quán)限。 洋教習(xí)多分布在沿海及學(xué)務(wù)較發(fā)達(dá)省份的高等以上學(xué)堂,主要承擔(dān)西學(xué)科目教學(xué)。早期洋教習(xí)多傳教士出身,其中有些還擔(dān)任學(xué)堂總教習(xí)一職。戊戌以后具有高學(xué)歷的洋教習(xí)較多。由于所聘教習(xí)數(shù)量有限,他們往往一人教授多科。洋教習(xí)來華曾引起軒然大波,國人對洋教習(xí)的態(tài)度經(jīng)歷了從抵制到接納的轉(zhuǎn)變。這一轉(zhuǎn)變過程漫長而艱難,也是近代化教育道路的縮影。 在引進(jìn)洋教習(xí)的過程中,京師大學(xué)堂、北洋大學(xué)堂、山西大學(xué)堂三所官立學(xué)堂各具特色。京師大學(xué)堂早期聘請歐美教習(xí)居多,后多聘請日本教習(xí);北洋大學(xué)堂美國教習(xí)居多,且洋教習(xí)學(xué)歷較高;山西大學(xué)堂英國籍教習(xí)居多,且外籍教習(xí)總數(shù)居各省高等學(xué)堂前列。 洋教習(xí)帶來的西方先進(jìn)的教育思想改革中國傳統(tǒng)教育的弊端,促進(jìn)了中國近代教育的發(fā)展。但他們的活動(dòng)也產(chǎn)生了諸如高等教育與初、中等教育脫節(jié)、語言隔膜、宗教滲透等問題。尤其是爭奪教育管理權(quán)引起的糾紛,包括清政府與列強(qiáng)爭奪學(xué)堂管理權(quán)和列強(qiáng)在中國劃分教育范圍、爭奪教育領(lǐng)地的斗爭。在與列強(qiáng)的交往中,清政府官員逐漸認(rèn)識到教育權(quán)的重要性。
[Abstract]:In the late Qing Dynasty, the Westernization education was faced with the plight of lack of teachers, so the school had to enrich the teaching staff by employing foreign teaching and learning. With the development of the new-style education, The demand for foreign teaching and learning in the school is increasing day by day. Foreign teaching and learning is constantly recommended to China by foreign staff in China, Qing government officials stationed abroad, etc. In order to strengthen the management of foreign teaching and learning and prevent disputes, The school usually enters into a contract with foreign students to specify the terms of reference. Most of the foreign teaching and learning is distributed in coastal and more developed provinces of higher education institutions, mainly responsible for western subjects teaching. Early foreign teaching and learning many missionaries, Some of them also held the general teaching position. After 1898, there were more foreign students with higher academic qualifications. As a result of the limited number of teaching and learning employed, they tended to teach many subjects in one person. Foreign teaching and learning in China had caused a great uproar. The attitude of Chinese people to foreign learning has undergone a long and difficult process from resistance to acceptance, which is also the epitome of modern education. In the process of introducing foreign teaching and learning, the three government schools of Peking University, Beiyang University and Shanxi University have their own characteristics. In the early days, the Peking University School employed more European and American teaching and learning, then more Japanese students; the Beiyang University School, the United States, was the majority. And higher foreign academic qualifications; Shanxi University, British nationality, and the total number of foreign teaching and learning in the forefront of higher schools in the provinces. The western advanced educational ideology brought about by foreign studies has promoted the development of modern Chinese education by reforming the traditional Chinese education, but their activities have also resulted in such things as the disconnection between higher education and primary and secondary education, and the language gap. Problems such as religious infiltration, especially disputes arising from the struggle for the right of educational administration, including the struggle between the Qing government and the powers for the management of schools and the division of the scope of education and the struggle for educational territory between the great powers in China. Qing government officials gradually realized the importance of the right to education.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：K256

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