晚清駐外公使與清政府教育改革
發(fā)布時間：2018-11-01 17:56
【摘要】：鴉片戰(zhàn)爭結(jié)束后,勝利的西方國家不愿再像以往屈尊于中國“天朝大國”的威名之下,他們希望能夠與清政府互派常駐使節(jié),以建立平等的外交關(guān)系,為此,西方駐外公使與清政府開始了長達25年的交涉。在交涉過程中,清政府在西方駐外公使的誘導(dǎo)下完成了三次具有嘗試性的使節(jié)派遣,這為清政府派遣駐外公使提供了寶貴的經(jīng)驗,加上國內(nèi)外交事務(wù)的逐漸增多,1875年,清政府任命郭嵩燾為駐英國公使,終于開啟了近代外交的大門。 為了尋求富國強民之道,走出國門之后的晚清駐外公使對西方社會進行了詳細而客觀的調(diào)查,他們發(fā)現(xiàn)西方國家對教育的巨大投資以及對國民教育的普及重視是其興旺的根本,為了培養(yǎng)適應(yīng)時務(wù)需求的各種實學(xué)人才,他們要求變革科舉,興辦語言、實業(yè)、武備、法律學(xué)堂,并且提倡派遣優(yōu)秀學(xué)生出國留學(xué),以建立現(xiàn)代教育體制,不僅如此,在海外長期旅居的駐外公使們在保護中國僑民的同時也注意到僑民教育的重要性,為了維護清王朝的統(tǒng)治以及為清王朝培養(yǎng)更多的實學(xué)人才,他們積極籌辦僑民教育事宜�；貒篑v外公使還親身投入到教育改革的浪潮,他們通過創(chuàng)辦新式學(xué)堂、上呈奏折等方式為清政府的教育改革積極出謀劃策。 駐外公使對新式教育的推廣,在一定程度上改變了人們陳腐的教育觀念,推動了晚清教育改革的步伐,但是,深受中國傳統(tǒng)文化教育的他們,遲遲未能明確提出興辦女學(xué)的口號,在欣賞西方先進科學(xué)技術(shù)時也總擺脫不掉“西學(xué)中源”思想的束縛,而且他們非常贊同鎮(zhèn)壓留學(xué)生革命運動,這些又反映了他們畏于封建勢力,缺乏沖破封建傳統(tǒng)文化束縛的勇氣,同時這也決定了他們無法完成中國教育近代化的重任。
[Abstract]:After the Opium War, the victorious Western countries were no longer willing to condescend to the name of China's "great power of the Chinese dynasty" as they used to be. They hoped to be able to exchange permanent envoys with the Qing government to establish equal diplomatic relations. Western ambassadors abroad began negotiations with the Qing government for 25 years. In the process of negotiation, the Qing government completed three diplomatic missions under the guidance of Western foreign ministers, which provided valuable experience for the Qing government to dispatch foreign envoys, plus the gradual increase of domestic foreign affairs, 1875. The Qing government appointed Guo Songtao as minister to Britain and finally opened the door of modern diplomacy. In order to find a way to enrich the country and strengthen the people, the foreign ministers stationed in the late Qing Dynasty carried out a detailed and objective investigation into the western society after going abroad. They found that the great investment in education and the importance attached to the popularization of national education in the western countries were the root of its prosperity. In order to train all kinds of practical talents to meet the needs of the times, they demanded the reform of imperial examinations, the establishment of language, industrial, military, military and law schools, and the promotion of sending outstanding students abroad to study in order to establish a modern educational system. In order to maintain the rule of Qing Dynasty and train more practical talents, the foreign ministers who have been living abroad for a long time paid attention to the importance of education while protecting the Chinese diaspora. After returning to China, the foreign ministers also put themselves into the tide of education reform. They made active suggestions for the education reform of the Qing government through the establishment of new schools and the presentation of notes. To a certain extent, the spread of new education by foreign ministers changed people's stereotypical educational concepts and promoted the pace of educational reform in the late Qing Dynasty. However, they were deeply educated by Chinese traditional culture. The late delay in putting forward the slogan of setting up women's schools, while appreciating the advanced science and technology in the West, has always been unable to get rid of the shackles of the idea of "the origin of western learning", and they are very much in favour of suppressing the revolutionary movement of foreign students. These also reflected their fear of feudal forces and their lack of courage to break through the shackles of feudal traditional culture, which also determined that they could not complete the task of modernizing Chinese 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】：2011
【分類號】：K252
本文編號：2304666
[Abstract]:After the Opium War, the victorious Western countries were no longer willing to condescend to the name of China's "great power of the Chinese dynasty" as they used to be. They hoped to be able to exchange permanent envoys with the Qing government to establish equal diplomatic relations. Western ambassadors abroad began negotiations with the Qing government for 25 years. In the process of negotiation, the Qing government completed three diplomatic missions under the guidance of Western foreign ministers, which provided valuable experience for the Qing government to dispatch foreign envoys, plus the gradual increase of domestic foreign affairs, 1875. The Qing government appointed Guo Songtao as minister to Britain and finally opened the door of modern diplomacy. In order to find a way to enrich the country and strengthen the people, the foreign ministers stationed in the late Qing Dynasty carried out a detailed and objective investigation into the western society after going abroad. They found that the great investment in education and the importance attached to the popularization of national education in the western countries were the root of its prosperity. In order to train all kinds of practical talents to meet the needs of the times, they demanded the reform of imperial examinations, the establishment of language, industrial, military, military and law schools, and the promotion of sending outstanding students abroad to study in order to establish a modern educational system. In order to maintain the rule of Qing Dynasty and train more practical talents, the foreign ministers who have been living abroad for a long time paid attention to the importance of education while protecting the Chinese diaspora. After returning to China, the foreign ministers also put themselves into the tide of education reform. They made active suggestions for the education reform of the Qing government through the establishment of new schools and the presentation of notes. To a certain extent, the spread of new education by foreign ministers changed people's stereotypical educational concepts and promoted the pace of educational reform in the late Qing Dynasty. However, they were deeply educated by Chinese traditional culture. The late delay in putting forward the slogan of setting up women's schools, while appreciating the advanced science and technology in the West, has always been unable to get rid of the shackles of the idea of "the origin of western learning", and they are very much in favour of suppressing the revolutionary movement of foreign students. These also reflected their fear of feudal forces and their lack of courage to break through the shackles of feudal traditional culture, which also determined that they could not complete the task of modernizing Chinese 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】：2011
【分類號】：K252
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