57种中国教育史教材所选入古代教育人物分析——兼论古代教育家群体的形成

发布时间：2018-05-26 07:56

本文选题：中国教育史教材 + 古代教育人物　；参考：《华东师范大学学报(教育科学版)》2017年04期

【摘要】：1979-2015年间中国大陆地区出版中国教育史教材57种,共选入古代教育人物91人,按其被选入频次可分为低频人物(60人)、中频人物(14人)、中高频人物(5人)和高频人物(12人)。所选入人物的重要性与被收入频次基本对应,频次最高的前5位是孔子、孟子、荀子、董仲舒、朱熹,孔子是唯一被所有教材都收入的;所选入人物及其频次表现出教材编撰者持以儒家思想为主线的教育史观,以教育贡献的标准考察和取舍人物,对人物的评价重思想贡献甚于重实践贡献;人物评价被高估和被低估的情况都存在。在20世纪五六十年代沈灌群和孟宪承等的著述中,已初步形成中国古代教育史的核心人物群体(约10人);1979年毛礼锐等人的著述完善了核心群体,进而提出一个基本群体(约30人);之后的教材编撰者则继续认定核心群体,并完善了基本群体。57种教材所选入人物中有1/3的人物只出现一次,可见选入人物存在随意性;核心人物群体中儒家人物占绝对多数,可见所选入人物代表的教育价值尚不够全面和多元。中国教育史教材选入教育人物应当遵循代表性、专业性和平衡性等原则。
[Abstract]:From 1979 to 2015, 57 kinds of Chinese educational history textbooks were published in mainland China, and 91 ancient educational figures were selected. According to their frequency of election, they can be divided into low frequency figures (60), middle frequency (14) and middle and high frequency (5) and high frequency (12). The importance of the selected characters is basically corresponding to the frequency of income, the top five of the highest frequency are Confucius, Mencius, Xunzi, Dong Zhongshu, Zhu Xi, and Confucius is the only one that is received by all teaching materials. The selected characters and their frequency show that the author of the textbook holds the educational history view of the main line of Confucian thought, inspects and chooses the personage according to the standard of educational contribution, and pays more attention to the thought contribution than the practice contribution to the character evaluation. Both overestimation and undervaluation exist. In the works of Shen Guanqun and Meng Xiancheng in the 1950s and 1960s, the core groups of people (about 10 people) in the history of ancient Chinese education have been formed, and the works of Mao Lirui and others have perfected the core groups in 1979. Then a basic group (about 30 people) is proposed, and the later textbook writers continue to identify the core group, and improve the basic group. One third of the selected characters in the teaching materials of the basic group appear only once, so it can be seen that there are arbitrary characters in the selected characters. In the core group, the Confucian figure is the absolute majority, so the educational value of the representative of the selected character is not comprehensive and pluralistic. Chinese educational history textbooks should follow the principles of representativeness, professionalism and balance.
【作者单位】：华东师范大学教育学部教育学系;
【分类号】：G529-4;G353.1

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