晚清我国中小学教师的教学研究机构及其活动
发布时间：2018-11-22 07:24
【摘要】：论文通过文献研究分析了我国晚清中小学领域的教学研究机构及其活动状况。研究发现我国中小学教学研究在新学制颁行之前就已出现,并随着新教育的推行而发展。究其原因,主要是新式学堂对掌握现代科学知识和现代教学方法的新式师资匮乏所致。它一般由新式学堂的办学者、民间团体设立,由各级教育行政部门推动,多为跨校的组织。这类机构在推动我国晚清学堂真正成为现代学堂,以及教师的现代化、专业化转型方面发挥了重要的作用。
[Abstract]:This paper analyzes the teaching and research institutions and their activities in the field of middle and primary schools in late Qing Dynasty. It is found that teaching research in primary and secondary schools in China appeared before the promulgation of the new school system and developed with the implementation of new education. The main reason is the lack of new teachers who master modern scientific knowledge and modern teaching methods. It is generally set up by new-style schools and non-governmental organizations, promoted by educational administrations at all levels, and mostly intercollegiate organizations. This kind of institution played an important role in promoting our country's late Qing Dynasty school to become modern school, as well as the modernization of teachers and the transformation of specialization.
【作者单位】： 教育部普通高校人文社科重点研究基地北京师范大学教师教育研究中心;
【基金】：国家社会科学基金“十二五”规划2011年教育学一般课题(BAA110012)成果之一
【分类号】：G635.1
本文编号：2348494
[Abstract]:This paper analyzes the teaching and research institutions and their activities in the field of middle and primary schools in late Qing Dynasty. It is found that teaching research in primary and secondary schools in China appeared before the promulgation of the new school system and developed with the implementation of new education. The main reason is the lack of new teachers who master modern scientific knowledge and modern teaching methods. It is generally set up by new-style schools and non-governmental organizations, promoted by educational administrations at all levels, and mostly intercollegiate organizations. This kind of institution played an important role in promoting our country's late Qing Dynasty school to become modern school, as well as the modernization of teachers and the transformation of specialization.
【作者单位】： 教育部普通高校人文社科重点研究基地北京师范大学教师教育研究中心;
【基金】：国家社会科学基金“十二五”规划2011年教育学一般课题(BAA110012)成果之一
【分类号】：G635.1
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