近代日本女教育家及其女子学校的研究

发布时间：2018-06-21 21:43

本文选题：近代日本 + 女教育家　；参考：《南开大学》2009年博士论文

【摘要】： 在近代日本教育史上,相当一部分女教育家及她们创办的女子学校的存在是一个引人注目的闪光点。近代日本女子教育的兴起和发展,不仅提高了女性自身的知识水平,而且提高了国民的整体素质,推动了近代日本社会的发展。教育离不开教育者,近代日本女子教育的发展离不开女教育家以及她们创办的学校。近代日本女教育家的教育实践活动有力地推动了近代日本女子教育的发展进程,而她们的教育思想在一定程度上也反了解到映了近代日本的教育体制与理念。因而,对近代日本女教育家及其女子学校的研究,不仅是日本教育研究以及女性史研究的一个重要环节,对于研究日本近代化的经验和教训也有一定的现实意义。本文以马克思辩证唯物主义和历史唯物主义为指导,借鉴历史学、教育学、社会学和女性学等多学科的研究方法,依据大量的教育史料和官方教育统计数据,从女教育家的成长经历及其教育思想、教育内容、实施效果等方面考察近代日本女教育家及其女子学校的发展。本文的创意及特点主要体现在以下几个方面:首先,本文在阅读大量文献资料的基础上,系统地考察了自明治维新至日本战败这一过程中日本女教育家及其女子学校的发展状况,并把对女教育家和女子学校的个案研究与近代日本女子教育的整体研究结合在一起,从女教育家及其女子学校的发展这个侧面去把握整个近代日本女子教育的发展脉络,首次向国内学界呈现了从女性人物视角出发的日本女子教育发展的面貌。第二,在系统学习和研究的基础上,按照历史发展的顺序,将近代日本女教育家及其女子学校的发展按时间顺序及教育理念、教育内容的演变做如下划分:实施欧式教育的女教育家与女子学校(以矢岛楫子和鸠山春子为代表)、固守传统女教的女教育家与女子学校(以跻见花蹊、三轮田真佐子和下田歌子为代表)、坚持实学教育的女教育家与女子学校(以吉冈弥生和津田梅子为代表)、倡导自由人格教育的女教育家与女子学校(以安井哲子和羽仁元子为代表)。第三,对近代中日两国的女教育家及其女子学校进行了比较研究,对两者之间的差距以及产生的因素进行了分析,从而透视近代中日两国社会性质及传统观念的差异,为研究当今中日两国的女子教育及女性问题提供有益的借鉴。
[Abstract]:In the history of modern Japanese education, quite a number of female educationalists and the existence of girls' schools they founded is a striking flashpoint. The rise and development of women's education in modern Japan not only improve the knowledge level of women themselves, but also improve the overall quality of the people and promote the development of modern Japanese society. Education can not be separated from educators, modern Japanese women's education can not develop without female educationalists and the schools they founded. The educational practice of modern Japanese female educationalists has promoted the development of modern Japanese women's education, and to some extent their educational thoughts have also reflected the educational system and ideas of modern Japan. Therefore, the study of modern Japanese female educationalists and their schools is not only an important link in the study of Japanese education and women's history, but also has certain practical significance for studying the experiences and lessons of Japanese modernization. Under the guidance of Marxist dialectical materialism and historical materialism, this paper draws lessons from the multi-disciplinary research methods of history, education, sociology and feminism, according to a large number of educational historical data and official education statistics. The development of female educationalists and their schools in modern Japan is investigated from the aspects of the growing experience of female educationalists and their educational thoughts, educational contents and implementation effects. The originality and characteristics of this paper are mainly reflected in the following aspects: firstly, this paper is based on reading a lot of literature. This paper systematically examines the development of Japanese female educators and their schools from the Meiji Restoration to Japan's defeat, and combines the case study of female educators and schools with the overall study of modern Japanese women's education. From the aspect of the development of female educationists and their schools to grasp the development of modern Japanese women's education, it presents the development of Japanese women's education from the perspective of female figures for the first time. Second, on the basis of systematic study and research, according to the order of historical development, the development of modern Japanese female educationalists and their girls' schools should be based on the chronological order and educational concept. The evolution of education content is divided as follows: female educators and girls' schools implementing European education (represented by Yoshima and Hatoyama), and female educators and girls' schools that adhere to traditional female education. Three rounds of Takeshi Tanaka and Takeshi Oda as representatives, female educators and girls' schools that insist on practical education (represented by Jigangmisheng and Jintian Plum), and female educators and girls' schools advocating free personality education (with Anjing Cheiko as the representative) And Yuenko Yu as the representative. Thirdly, the author makes a comparative study on the female educationalists and their schools in modern China and Japan, and analyzes the gap between them and the factors resulting in them, so as to see through the differences in social nature and traditional concepts between China and Japan in modern times. It provides a useful reference for the study of women's education and women's problems in today's China and Japan.
【学位授予单位】：南开大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G531.3

【引证文献】