程天放教育思想研究

发布时间：2018-01-02 13:40

本文关键词：程天放教育思想研究　出处：《安徽大学》2014年硕士论文　论文类型：学位论文

【摘要】：程天放是民国时期较受争议的人物,他在政治、外交、文化等各方面都有值得研究的地方。建国后,学术界对他的评价始终建立在他的政治背景上,对于他的积极贡献未有相应的客观评价。程天放先后担任安徽省政府委员兼教育厅长、安徽师范大学校长、国立浙江大学校长、湖北省教育厅长、中央政治学校教务主任、国立四川大学校长等职,这一系列与教育相关的职务都表明程天放与民国教育不可分割的关系。程天放也因此将实践转化为认识,对中国近代教育进行深刻反思,在教育理论、教育体系、教学方法等方面形成了独特的观点。通过系统深入的研究程天放的教育思想,不仅有利于更加客观的评价程天放本人对民国教育事业所做出的贡献,也有利于了解民国时期教育事业的转变和发展,深化对民国时期教育的认识。通过研究得出,程天放教育思想是其家庭背景和时代交汇下的产物。从其情况来看,程天放自小接受了系统的传统文化教育,青年时期远赴美国读书深造。同时,他又受到中国近代思想潮流的影响,在投身政治运动的过程中,积累了自己的阅历。这些都为程天放教育思想的形成奠定了坚实的基础。1929年至1945年,是其教育思想积累、形成、完善和实践时期。程天放在从事教育事业过程中,看到了教育对民族、对国家的决定性作用,意识到人才的重要性。他认识到中国落后很重要的一个原因就是教育的落后,因此他在工作中总结,在总结中进步,努力将想法转化为实践,为中国近代教育事业的改革做出贡献。程天放在教育体系上进行详细划分,将教育阶段分为初级教育、中级教育和高等教育。初级教育和中级教育中又包括生产教育、国民教育和职业教育。在教学方法上,程天放注意吸收西方文化元素,将中国传统文化中的精华和西方先进的教学方法相融合,丰富了近代教育的方法、途径。在人才培养上,他突出个性与合作,运用唯物辩证法的观点,既给学生发挥自己个性的空间,又不忽视团体合作对学生身心发展的重要性。另外,更要强调的是他对中国近代高等教育事业改革产生的不可磨灭的影响,包括专业分类、院系设置、入学考试制度和学生管理方案等。程天放的教育思想是中国传统文化与西方文化的融合,突显了当时的时代特色,在中国近代教育史上,应该有属于程天放的一席之地。本文主要从三个部分对天放教育思想加以概述和分析：第一部分是程天放教育思想形成的背景；第二部分是程天放教育思想的主要内容与实践：第三部分是对程天放教育思想的评价。通过对程天放教育思想的研究,我们不仅会对程天放个人更加了解,更能体会其独特的历史意义和现实意义。
[Abstract]:Cheng Tianfang was a controversial figure in the period of the Republic of China. He had a lot to study in politics, diplomacy, culture and so on. After the founding of the people's Republic of China, the academic evaluation of him was always based on his political background. For his positive contributions there is no corresponding objective evaluation. Cheng Tianfang has served as member of the Anhui Provincial Government and Director of Education Anhui normal University President National Zhejiang University President Hubei Education Director. The educational administration director of the Central political School, the president of the National Sichuan University, and so on, all show the inseparable relationship between Cheng Tianfang and the education of the Republic of China. This paper makes a profound reflection on modern education in China, and forms a unique viewpoint in educational theory, educational system, teaching method, and so on. It is not only conducive to a more objective evaluation of Cheng Tianfang's contribution to the educational cause of the Republic of China, but also conducive to understanding the transformation and development of the educational cause during the period of the Republic of China and deepening his understanding of the education in the period of the Republic of China. Through the study, Cheng Tianfang's educational thought is the product of the intersection of his family background and the times. From the point of view of his situation, Cheng Tianfang has received systematic traditional cultural education since he was a child. In his youth, he went to the United States to study and further his studies. At the same time, he was influenced by the trend of modern Chinese thought and devoted himself to the political movement. These have laid a solid foundation for the formation of Cheng Tianfang's educational thought. From 1929 to 1945, it was the accumulation and formation of his educational thought. During the period of perfection and practice, Cheng Tian put it in the course of engaging in education, and saw the decisive role of education to the nation and the country. Aware of the importance of talent, he realized that one of the important reasons for China's backwardness was the backwardness of education, so he summed up in his work, made progress in summing up, and worked hard to translate ideas into practice. To contribute to the reform of modern education in China. Cheng Tien divided the educational system into primary, secondary and higher education, which also included productive education. National education and vocational education. In terms of teaching methods, Cheng Tianhua paid attention to absorbing the elements of western culture, combining the essence of Chinese traditional culture with the advanced western teaching methods, which enriched the methods of modern education. In the cultivation of talents, he emphasizes personality and cooperation, and applies materialist dialectics, which not only gives students space to display their individuality, but also does not neglect the importance of group cooperation to the development of students' body and mind. What should be emphasized is his indelible influence on the reform of China's modern higher education, including the classification of specialties, the establishment of faculties and departments, the entrance examination system and the student management scheme. Cheng Tianfang's educational thought is the fusion of Chinese traditional culture and western culture, which highlights the characteristics of the times, in the history of Chinese modern education. There should be a place for Cheng Tianfang. This paper summarizes and analyzes the educational thought of Tianfang from three parts: the first part is the background of the formation of the educational thought of Cheng Tianfang; The second part is the main content and practice of Cheng Tianfang's educational thought. The third part is the evaluation of Cheng Tianfang's educational thought. More can understand its unique historical significance and practical significance.
【学位授予单位】：安徽大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-092

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