留日学生与直隶省教育近代化（1896-1928）

发布时间：2018-08-22 11:19

【摘要】：19世纪后期，遭受第一次、第二次鸦片战争及太平天国运动沉重打击的清政府，掀起了一场大规模学习西方的改革运动，即洋务运动。这是一场以救亡图存为目的，以中体西用为指导思想，以师夷长技为主要内容的改良运动。洋务运动的重要内容之一即是开展新式教育，谋求教育近代化。但是，同整个洋务运动一样，由于存在着重器物不重原理，涉局部不涉全局，改做法不改制度等严重缺陷，这一时期的教育发展仍然缓慢。与之相适应，直隶省的教育近代化也是不完善和缓慢的。直隶省近代教育的真正大发展肇始于甲午战争之后。中日甲午战争，中国惨败，举国震惊，朝野上下均认识到日本明治维新的巨大成功，认为要摆脱屡受欺辱的国运，必须首先发展教育、培养人才。为解决这一问题，许多有识之士均把目光集中到了快速便捷的留学教育。留学的目的地，也因甲午战争的震惊由以前赴欧美为主转为以日本为主。直隶省地处京畿、拱卫京师的地理位置和职责使其当仁不让地成为中国各省选派学生留日的排头兵。为促进教育近代化的快速发展，直隶省很早就向日本派出了军事、法政、师范等科的留学生。在直隶省的带领下，全国迅速掀起选派学生留学日本的热潮。鉴于直隶省的特殊地位，留日学生归国后，相当一部分留在直隶省供职，他们或任职于教育管理机构，或执教于各级各类学堂。在他们的大力协助下，直隶省引进了先进的教育理念，翻译了大批教育论著，创建了近代化的教育体系，采纳了先进的教育方法及手段，引用了日本的教育课程体系及教科书，教育近代化的步伐，尤其是军事、法政、师范教育近代化走在了全国的前列。“凡将校之训练，巡警之编制，司法之改良，教育之普及，皆创自直隶，中央及各省或转相效法。” 在留日学生的影响下，直隶省在教育近代化特别是军事、法政、师范教育近代化方面取得的成绩是毋庸置疑的。但另一方面直隶省教育近代化“模仿有余、创新不足”的历史局限性也是不可否认的。因此，以史为鉴，在今后的留学教育中，应将向西方学习的触角伸向科学、思想、文化的深层，不能采取简单的拿来主义，仅仅限于浅层的模仿，更重要的是借鉴、创新和超越，，“终则驾而上之”。
[Abstract]:In the late 19th century, the Qing government, which suffered a heavy blow from the first and second Opium War and the Taiping Heavenly Kingdom Movement, set off a large-scale reform movement to learn from the West, namely the Westernization Movement. This is an improvement movement with the aim of saving the nation from the dead, the guiding ideology of the Chinese style and the west, and the main content of the teacher's technique. One of the important contents of Westernization Movement is to develop new education and to seek the modernization of education. However, as in the whole Westernization Movement, the development of education in this period was still slow due to the existence of serious defects such as the principle of not paying attention to equipment and materials, the absence of overall situation and the reform of practice and system. Corresponding to this, the education modernization of Zhili Province is not perfect and slow. The real development of modern education in Zhili Province began after the Sino-Japanese War. In the Sino-Japanese Sino-Japanese War of 1895, China was badly defeated and the whole country was shocked. The government and the opposition all recognized the great success of the Meiji Restoration in Japan. They believed that in order to get rid of the national fate which had been repeatedly bullied and humiliated, we must first develop education and train talents. In order to solve this problem, many people of insight have focused their attention on the rapid and convenient education of studying abroad. As a result of the shock of the Sino-Japanese War, the destination of studying abroad changed from Europe and America to Japan. Zhili province is located in Beijing. The geographical position and duty of the archway and Wei make it become the vanguard of the Chinese provinces to send students to stay in Japan. In order to promote the rapid development of educational modernization, Zhili province sent overseas students from military, legal and normal subjects to Japan early. Under the leadership of Zhili Province, the whole country quickly set off the upsurge of sending students to study in Japan. In view of the special status of Zhili province, after returning to Japan, a considerable number of students stayed in Zhili province to serve in the province. They either worked in educational management institutions or taught in various schools at all levels. With their great help, Zhili introduced advanced educational concepts, translated a large number of educational works, created a modern education system, adopted advanced educational methods and means, and quoted Japanese educational curriculum systems and textbooks. The modernization of education, especially military, legal and normal education, has been in the forefront of the country. "the training of schools, the establishment of patrolmen, the improvement of the judiciary, and the popularization of education are all established in Zhili, central and provincial, or copied." Under the influence of students studying in Japan, there is no doubt about the achievements of Zhili province in the modernization of education, especially in military, legal and normal education. However, on the other hand, the historical limitations of Zhili's modernization of "imitation and insufficient innovation" are undeniable. Therefore, taking history as a mirror, in the future education of studying abroad, we should extend the tentacles of learning from the West to the depth of science, thought, and culture, and should not adopt a simple doctrine of taking advantage of it. It is only limited to superficial imitation, and more importantly, we should learn from it. Innovation and transcendence, "eventually drive up."
【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：K25;G529

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