变革与传承：近代山东乡村教育研究（1901-1937）
发布时间：2018-08-07 21:50
【摘要】：20世纪初年至抗战爆发前的乡村教育变革是整个乡村教育现代化的起始阶段,这一时期的变革在整个现代乡村教育转型历程中的重要意义已取得了学界共识。已有研究表明,近代乡村教育发展呈现出明显的地域差异,需要学界在整体研究的同时进行深入细致的区域研究。本文选择了儒家思想的发源地——山东作为研究区域,以1901一1937年间山东乡村教育的变革历程为考察对象,试图从国家与地方社会的视角切入,通过对区域教育复杂现象的细微考察与典型个案的深度分析勾勒出起始于国家层面的现代教育改革逐渐地方化的内在发展逻辑。 山东地区有着颇为发达的传统教育。自十九世纪六十年代,随着通商口岸的开放,带有现代教育特点的教会学校逐渐在山东沿海及内陆地区出现,从而较早开启了该地教育的现代化进程。传统教育的良好基础与教会教育的西学启蒙共同为近代山东乡村教育的转型做好了历史铺垫。20世纪初,随着清末国家层面教育改革的推展,山东乡村地区也开始了教育变革之路。总体而言,清末十多年间,山东乡村的新式教育仅仅处于起步阶段。民国肇始,教育事业得到政府的极大重视,但由于传统教育势力过于强大、军阀混战等因素长期存在,山东乡村新学的发展步履维艰。直到1930年军阀纷争结束后,山东的乡村教育才真正步入正轨并出现了短暂的辉煌。 这场自上而下的教育改革可谓一项宏伟的系统工程,在推行于山东乡村时,不仅有官方的代言人——地方官主导了改革,还有无数士绅与民众参与其中,更有学校毕业生直接以所学之现代知识反哺于乡村。他们所具备的知识背景不同,在兴办乡村新学过程中所发挥的作用也有所差异。不同办学主体参与兴学的动因十分复杂,但他们的兴学之举皆在很大程度上延续了山东地区深厚的捐资助学传统。 乡村教育变革之路充满艰辛,由变革而带给乡村社会的影响亦十分深刻。新式教育在乡村的出现不仅是教育内部的变革,同时还因学务权力的提升而引发了乡村社会内部对学务权的争夺。随着新式教育制度的引入,城乡之间教育资源的对比发生变化,城乡教育差距进一步拉大。教育虽培养出一批乡村知识分子,但乡村精英们却未能很好的回报乡村。从性别的视角看,乡村女子教育的出现与发展,为乡村女性开辟了入学读书的途径,同时也促进了乡村社会文明程度的提升。二十世纪二三十年代,乡村教育曾被赋予改造乡村的重大使命,山东各地设立了多个乡村教育实验区。虽然各实验区最终都没能实现藉教育之力以改造社会的目标,但在此过程中却使乡村学校得到了一次难得的发展机遇。 近代山东乡村教育三十多年曲折而复杂的发展历程,可看作是中国近代乡村教育变革的一个缩影。这一时期的变革所经历的挑战与问题深深影响了此后乡村教育的发展之路,同样影响到了今天还生活于乡村的人们。
[Abstract]:The reform of rural education before the outbreak of the war of resistance against Japan in the early twentieth Century is the beginning of the modernization of the whole rural education. The significance of the reform in this period in the course of the transformation of modern rural education has achieved a common understanding of the academic circles. At the same time, the study carried out deep and meticulous regional research. This article selected the origin of the Confucian thought - Shandong as the research area, taking the course of the reform of rural education in Shandong as the research object from 1901 to 1937 years, trying to start from the perspective of the state and the local society and through the subtle investigation and typical cases of the complex phenomenon of regional education. The depth analysis outlines the internal development logic of the gradual localization of modern education reform at the national level.
The Shandong area has a rather developed traditional education. Since 1860s, with the opening of the port of Commerce, the church schools with modern educational features gradually appeared in the coastal and inland areas of Shandong, thus early opening up the modernization process of the education. The good foundation of traditional education is together with the western learning enlightenment of church education. For the transformation of modern Shandong rural education in the early.20 century, with the development of education reform in the late Qing Dynasty, the rural areas of Shandong also started the way of education reform. In the last more than 10 years of the late Qing Dynasty, the new education in the rural areas of Shandong was only in the initial stage. However, because of the strong traditional educational forces and the long existence of warlords and other factors, the development of new schools in Shandong was difficult. It was not until the end of the warlords dispute in 1930 that the rural education in Shandong was really on the right track and had a brief resplendence.
The top-down education reform is a magnificent system project. In the countryside of Shandong, not only the official spokesmen, the local officials led the reform, but also the numerous gentry and the people involved, and the school graduates were directly fed to the countryside with the modern knowledge they learned. They have different knowledge background. There are also differences in the role played in the process of developing new schools in the countryside. The motivation of different school running subjects to participate in learning is very complex, but their study is to a great extent, to a great extent, to continue the deep endowment in Shandong area.
The road of rural education reform is full of hardships, and the influence of the reform to the rural society is also very profound. The emergence of the new education in the countryside is not only a change in the internal education, but also because of the promotion of the power of academic affairs, which has caused the struggle for the right of learning in the rural society. With the introduction of the new education system, the educational resources between the urban and rural areas are introduced. In contrast, the gap between urban and rural education has been further widened. Although education has trained a group of rural intellectuals, the rural elite have not been able to repay the countryside well. From a gender perspective, the emergence and development of rural women's education have opened up a way for rural women to study and promote the level of civilization in the rural society. In 20s and 30s twentieth Century, rural education had been given a major mission to reform the countryside. Many rural education experimentation area was set up in all parts of Shandong. Although all the experimentation area failed to achieve the goal of reforming the society by education, the rural schools had received a rare opportunity for development in the process.
The thirty years' complicated and complicated development of rural education in modern Shandong can be regarded as a miniature of the reform of rural education in modern China. The challenges and problems experienced in this period of change have deeply influenced the development of rural education, and also influenced the people living in the countryside today.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G529
[Abstract]:The reform of rural education before the outbreak of the war of resistance against Japan in the early twentieth Century is the beginning of the modernization of the whole rural education. The significance of the reform in this period in the course of the transformation of modern rural education has achieved a common understanding of the academic circles. At the same time, the study carried out deep and meticulous regional research. This article selected the origin of the Confucian thought - Shandong as the research area, taking the course of the reform of rural education in Shandong as the research object from 1901 to 1937 years, trying to start from the perspective of the state and the local society and through the subtle investigation and typical cases of the complex phenomenon of regional education. The depth analysis outlines the internal development logic of the gradual localization of modern education reform at the national level.
The Shandong area has a rather developed traditional education. Since 1860s, with the opening of the port of Commerce, the church schools with modern educational features gradually appeared in the coastal and inland areas of Shandong, thus early opening up the modernization process of the education. The good foundation of traditional education is together with the western learning enlightenment of church education. For the transformation of modern Shandong rural education in the early.20 century, with the development of education reform in the late Qing Dynasty, the rural areas of Shandong also started the way of education reform. In the last more than 10 years of the late Qing Dynasty, the new education in the rural areas of Shandong was only in the initial stage. However, because of the strong traditional educational forces and the long existence of warlords and other factors, the development of new schools in Shandong was difficult. It was not until the end of the warlords dispute in 1930 that the rural education in Shandong was really on the right track and had a brief resplendence.
The top-down education reform is a magnificent system project. In the countryside of Shandong, not only the official spokesmen, the local officials led the reform, but also the numerous gentry and the people involved, and the school graduates were directly fed to the countryside with the modern knowledge they learned. They have different knowledge background. There are also differences in the role played in the process of developing new schools in the countryside. The motivation of different school running subjects to participate in learning is very complex, but their study is to a great extent, to a great extent, to continue the deep endowment in Shandong area.
The road of rural education reform is full of hardships, and the influence of the reform to the rural society is also very profound. The emergence of the new education in the countryside is not only a change in the internal education, but also because of the promotion of the power of academic affairs, which has caused the struggle for the right of learning in the rural society. With the introduction of the new education system, the educational resources between the urban and rural areas are introduced. In contrast, the gap between urban and rural education has been further widened. Although education has trained a group of rural intellectuals, the rural elite have not been able to repay the countryside well. From a gender perspective, the emergence and development of rural women's education have opened up a way for rural women to study and promote the level of civilization in the rural society. In 20s and 30s twentieth Century, rural education had been given a major mission to reform the countryside. Many rural education experimentation area was set up in all parts of Shandong. Although all the experimentation area failed to achieve the goal of reforming the society by education, the rural schools had received a rare opportunity for development in the process.
The thirty years' complicated and complicated development of rural education in modern Shandong can be regarded as a miniature of the reform of rural education in modern China. The challenges and problems experienced in this period of change have deeply influenced the development of rural education, and also influenced the people living in the countryside today.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G529
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