本文選題：洋務(wù)運動時期 + 科技教育��； 參考：《成都理工大學(xué)》2010年碩士論文

【摘要】： 洋務(wù)運動時期的科技教育是中國近代科技教育的起步和探索階段,它對真正意義上的近代科技在中國的傳播、學(xué)習(xí)和普及有著重要作用,在中國古老的農(nóng)耕文明中注入了外來的以科技為基礎(chǔ)的異質(zhì)文化,使中國傳統(tǒng)教育發(fā)生了深刻變化。盡管由于各種因素,洋務(wù)科技教育未能達(dá)到預(yù)期成效,但研究和審視這段歷史,給正在建設(shè)創(chuàng)新型國家的當(dāng)代中國科技教育以啟示,正是論文研究目的和意義所在。 論文首先介紹了洋務(wù)運動時期科技教育產(chǎn)生和興起的歷史背景,“西學(xué)東漸”的近代西方外來文化因素和內(nèi)憂外患的晚清時局是催生洋務(wù)科技教育的外部條件。而中國古代科技教育的優(yōu)秀傳統(tǒng)、傳統(tǒng)教育的弊端和新式知識階層的誕生,為洋務(wù)科技教育的興起準(zhǔn)備了文化、輿論等社會基礎(chǔ),構(gòu)成了催生洋務(wù)科技教育的內(nèi)部因素。 論文接著分析了中國傳統(tǒng)社會的政治、經(jīng)濟(jì)和文化等社會環(huán)境對洋務(wù)科技教育的影響;在教育過程中,中西異質(zhì)文化的矛盾逐漸形成的“中體西用”指導(dǎo)思想,把洋務(wù)科技教育束縛在“器物”層面,未能達(dá)到制度和精神的層次。作為洋務(wù)事業(yè)內(nèi)容之一的洋務(wù)科技教育,表現(xiàn)出鮮明時代的特征以及對近代中國社會進(jìn)程產(chǎn)生的影響。 論文以實踐科技教育的新式學(xué)堂、留學(xué)教育、教會學(xué)校、新式書院和企業(yè)等史實,介紹了洋務(wù)科技教育的具體開展情況,并從科技實物、譯書出版、外國教師和傳播媒體等方面介紹了科技教育的資源,從而揭示出洋務(wù)科技教育的歷史概貌。 論文從科技教育指導(dǎo)思想、科技教育主體、科技教育內(nèi)容和科技教育保障機(jī)制等四個方面,把洋務(wù)科技教育與處同一歷史時期的日本明治維新科技教育進(jìn)行了比較,著重于兩者之間差異。有驚人相似的歷史背景、大體相同的過程和內(nèi)容的洋務(wù)科技教育和明治維新科技教育,最終結(jié)果不同,值得深思。 最后,論文對洋務(wù)科技教育給中國教育發(fā)展的影響以客觀公正的評價,并從洋務(wù)科技教育的思想、科學(xué)的內(nèi)在價值、辦學(xué)規(guī)模和質(zhì)量以及文化等方面進(jìn)行反思,進(jìn)而得出對在當(dāng)代創(chuàng)新型國家建設(shè)背景下的科技教育的啟示。
[Abstract]:Science and technology education during the Westernization Movement was the beginning and exploration stage of Chinese modern science and technology education, which played an important role in the dissemination, study and popularization of modern science and technology in the true sense in China. The foreign heterogeneous culture based on science and technology has been injected into the ancient Chinese agricultural civilization, which has made profound changes in Chinese traditional education. Although the scientific and technological education of Westernization failed to achieve the expected results due to various factors, it is precisely the purpose and significance of the thesis to study and examine this section of history and to enlighten the contemporary Chinese science and technology education which is building an innovative country. The paper first introduces the historical background of the emergence and rise of science and technology education during the Westernization Movement. The foreign cultural factors and the internal and external situation of the late Qing Dynasty are the external conditions for the emergence of science and technology education in Westernization. The excellent tradition of Chinese ancient science and technology education, the malpractice of traditional education and the birth of new knowledge class have prepared the culture, public opinion and other social foundation for the rise of science and technology education of Westernization, and have formed the internal factor that gave birth to the science and technology education of foreign affairs. The paper then analyzes the influence of the social environment such as politics, economy and culture in the traditional Chinese society on the science and technology education of Westernization, and in the process of education, the contradiction between Chinese and Western heterogeneous cultures gradually forms the guiding ideology of "the use of the Chinese and the West". The education of Westernization science and technology is tied to the level of "utensils" and fails to reach the level of system and spirit. As one of the contents of Westernization, Westernization science and technology education shows the distinctive characteristics of the times and its influence on the social progress of modern China. Based on the historical facts of new schools of science and technology education, study abroad education, church schools, new academies and enterprises, the paper introduces the specific development of science and technology education in Westernization, and publishes the translated books from scientific and technological objects. Foreign teachers and media introduced the resources of science and technology education, thus revealing the history of science and technology education in Westernization. This paper compares the scientific and technological education of Westernization with that of Meiji Restoration in Japan in the same historical period from four aspects: the guiding ideology of science and technology education, the subject of science and technology education, the content of science and technology education and the guarantee mechanism of science and technology education. Focus on the difference between the two. The Westernization Science and Technology Education and the Meiji Restoration Science and Technology Education, which have a striking similar historical background and roughly the same process and content, have different final results and are worth pondering. Finally, the paper gives an objective and fair evaluation of the impact of Westernization science and technology education on the development of Chinese education, and reflects on the thought, the intrinsic value of science and technology, the scale and quality of running a school, and culture. Then the enlightenment to the science and technology education under the background of the construction of the modern innovative country is obtained.
【學(xué)位授予單位】：成都理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：K256.1

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