南京国民政府时期学校教育政策研究
发布时间：2018-07-24 17:55
【摘要】： 南京国民政府时期是中华民国的一个重要组成部分,在中国历史长河中具有举足轻重的历史地位。按照党治政府的原则,中国国民党确立了在国家管理中的领导地位。面对强势的国际压力与挑战,国民政府和国民党秉承三民主义的根本精神,对教育事业进行了全面改造,在学校教育政策方面经历了一个较为系统的过程,引起了众多学者的探讨。在教育政策学科理论的基础上,深入系统地探讨此时期的学校教育政策具有一定的现实意义。 教育问题的提出是教育政策制定的首要环节,是教育政策问题形成的基础。五四前后,中国的教育改革思潮日渐成熟,及至南京国民政府时期,教育界对于教育现象的认识更加全面深入。教育问题提出者和途径具有多样性特征,教育问题涉及了学校教育的各个层面,学校教育问题引起了广泛的社会关注。在不同的历史阶段,时人对教育问题的剖析与挖掘引起了国民政府的高度重视,促使了教育政策问题的确认 教育行政决策作为一种教育立法活动,是教育政策合法化的过程。南京国民政府初建时期,国民政府连续召开第一次全国教育会议和第二次全国教育会议,并进行了宪法草案的制定。抗日战争时期,国民政府召集了第三次全国教育会议。抗日战争结束后,国民政府召开国民大会,制定颁布了《中华民国宪法》,对教育发展进行了明确的规划。国民政府召开了三次全国教育会议,通过了合法的审查程序,使学校教育政策得以合法化。经过两次宪法草案的制定过程,国民政府将部分学校教育政策上升到了法律的地位。 教育政策实施是教育政策过程的重要环节,包括实施准备、实施步骤、实施手段等要素。教育部是中央教育行政组织,负责制定总的实施方案。教育部积极颁布教育行政法规,训令各地遵章执行,拟具推广办法,制定施行细则。根据不同时段教育发展的临时性需要,教育部要求各地成立了临时性的执行机构,及时补充了专门实施机构的执行力量。各地积极贯彻执行教育部的实施方案,确保了各级各类学校教育人才培养目标的达成。 南京国民政府重视学校教育政策的作用,积极推进民主立法,较为系统的学校教育政策体系涵盖了学校教育的各种类型和层次。国民政府合理组合政策执行资源,学校教育政策实施对学校教育活动进行了微观管理,推动了近代学校教育改革。学校教育政策对教育学科产生了巨大的促进作用,教育学科的分化也使教育政策过程建立在多学科的基础上。 南京国民政府时期的决策者大多为研究者,研究者的理想主义决定了政策目标的理想成分,导致实施结果与原初的政策目标存在着很大的差距。由于学校教育政策体现了强烈的政治动机与意愿,规范的立法程序却未能确保真正的教育民主,学校教育政策产生了负向功能。权力的过分集中导致了一党专政与个人独裁,加上国民党内部的派系分歧,国民政府逐渐丧失了应有的政府能力,未能解决社会各方的矛盾和冲突。不正当的压制手段不仅激化了内部矛盾,而且扩大了自身的反对力量。随着国体的变更,学校教育政策被迫进行了政策终结。 创建安定团结的教育政策环境,构建和谐的教育政策体系,学校教育政策才能为学校教育提供制度保障。加强研究者与决策者之间的沟通,缩小两种文化的差距,达到不同类型文化在教育政策问题认定中的融合。当代国家和政府要大力发展社会经济,继续大力改善教育民生,合理调控教育资源。立足国家层面,深入探讨南京国民政府时期的学校教育政策具有一定的借鉴意义。
[Abstract]:The period of the national government of Nanjing was an important part of the Republic of China, which played an important role in the history of Chinese history. In accordance with the principles of the government of the party, the Chinese Kuomintang has established a leading position in the State Administration. Facing the strong international pressure and challenge, the national government and the Kuomintang are adhering to the root of the three people's principles. The spirit has made a comprehensive reform of the educational cause, and has experienced a more systematic process in the school education policy, which has aroused the discussion of many scholars. On the basis of the theory of educational policy, it is of practical significance to deeply and systematically discuss the school education policy in this period.
The issue of education is the first link in the formulation of education policy and the basis for the formation of educational policy. 54, the trend of education reform in China was mature, and the educational circles were more fully aware of the education phenomenon in the period of the national government of Nanjing. It involves all aspects of school education. The problem of school education has aroused widespread social concern. In different historical stages, the analysis and excavation of education problems caused the high attention of the national government and the confirmation of the problem of education policy.
As a kind of educational legislative activity, educational administrative decision-making was the process of legalizing education policy. During the initial construction of the national government of Nanjing, the national government held the first national education conference and the second national education conference, and made the draft constitution. During the war of resistance against Japan, the national government convened third national education conferences. After the war of resistance against Japan, the national government convened the national assembly, enacted and promulgated the constitution of the Republic of China, and made clear plans for the development of education. The national government held three national education conferences and passed the legal review procedure to legitimize the school education policy. The national government will make the two draft constitution. Part of the school education policy has risen to the status of law.
The implementation of educational policy is an important link in the process of education policy, including the implementation of preparation, the implementation steps, the implementation of the means and other elements. The Ministry of education is the central educational administrative organization, which is responsible for the formulation of the general implementation plan. The Ministry of education has actively promulgated the administrative regulations of education, instructed all parts of the Department to follow the rules and drafted the implementation rules and regulations. The temporary needs of the development of education are required. The Ministry of education requires the establishment of temporary executive agencies in all parts of the country, and the implementation force of the specialized institutions has been supplemented in time. The implementation of the Ministry of education has been carried out actively in all places to ensure the achievement of the training targets for all kinds of schools.
The national government of Nanjing attaches great importance to the role of the school education policy and actively promotes the democratic legislation. The systematic school education policy system covers all types and levels of school education. The national government's rational combination policy implements the resources, the implementation of the school education policy has carried on the micro management of the school education activity and promoted the modern school education. The reform of school education policy has greatly promoted the discipline of education, and the division of educational disciplines has also made educational policy process based on a multidisciplinary basis.
Most of the decision-makers in the Nanjing national government period are the researchers. The idealism of the researchers determines the ideal component of the policy goals, which leads to a large gap between the implementation results and the original policy goals. The school education policy embodies strong political motivation and will, but the normative legislative procedure does not guarantee real education. Democracy, the school education policy has a negative function. The excessive concentration of power leads to the one party dictatorship and individual dictatorship, plus the disagreement within the Kuomintang, the national government has gradually lost its due government capacity and failed to solve the contradictions and conflicts of all parties. The improper means of suppression not only aggravate the internal contradictions, but also enlarge the internal contradictions and expand the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and expansion of the internal contradictions and the expansion of the internal contradictions and expansion of the internal contradictions. With the change of the state system, the school education policy was forced to end the policy.
In order to create a stable and uniting educational policy environment and build a harmonious educational policy system, the school education policy can provide institutional guarantee for school education, strengthen the communication between the researchers and decision-makers, narrow the gap between the two cultures, and achieve the integration of different types of culture in the identification of educational policy questions. To develop social economy, continue to improve education and people's livelihood and rationally regulate educational resources. Based on the national level, it is of certain significance to explore the school education policy in the period of Nanjing national government.
【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G529
本文编号：2142186
[Abstract]:The period of the national government of Nanjing was an important part of the Republic of China, which played an important role in the history of Chinese history. In accordance with the principles of the government of the party, the Chinese Kuomintang has established a leading position in the State Administration. Facing the strong international pressure and challenge, the national government and the Kuomintang are adhering to the root of the three people's principles. The spirit has made a comprehensive reform of the educational cause, and has experienced a more systematic process in the school education policy, which has aroused the discussion of many scholars. On the basis of the theory of educational policy, it is of practical significance to deeply and systematically discuss the school education policy in this period.
The issue of education is the first link in the formulation of education policy and the basis for the formation of educational policy. 54, the trend of education reform in China was mature, and the educational circles were more fully aware of the education phenomenon in the period of the national government of Nanjing. It involves all aspects of school education. The problem of school education has aroused widespread social concern. In different historical stages, the analysis and excavation of education problems caused the high attention of the national government and the confirmation of the problem of education policy.
As a kind of educational legislative activity, educational administrative decision-making was the process of legalizing education policy. During the initial construction of the national government of Nanjing, the national government held the first national education conference and the second national education conference, and made the draft constitution. During the war of resistance against Japan, the national government convened third national education conferences. After the war of resistance against Japan, the national government convened the national assembly, enacted and promulgated the constitution of the Republic of China, and made clear plans for the development of education. The national government held three national education conferences and passed the legal review procedure to legitimize the school education policy. The national government will make the two draft constitution. Part of the school education policy has risen to the status of law.
The implementation of educational policy is an important link in the process of education policy, including the implementation of preparation, the implementation steps, the implementation of the means and other elements. The Ministry of education is the central educational administrative organization, which is responsible for the formulation of the general implementation plan. The Ministry of education has actively promulgated the administrative regulations of education, instructed all parts of the Department to follow the rules and drafted the implementation rules and regulations. The temporary needs of the development of education are required. The Ministry of education requires the establishment of temporary executive agencies in all parts of the country, and the implementation force of the specialized institutions has been supplemented in time. The implementation of the Ministry of education has been carried out actively in all places to ensure the achievement of the training targets for all kinds of schools.
The national government of Nanjing attaches great importance to the role of the school education policy and actively promotes the democratic legislation. The systematic school education policy system covers all types and levels of school education. The national government's rational combination policy implements the resources, the implementation of the school education policy has carried on the micro management of the school education activity and promoted the modern school education. The reform of school education policy has greatly promoted the discipline of education, and the division of educational disciplines has also made educational policy process based on a multidisciplinary basis.
Most of the decision-makers in the Nanjing national government period are the researchers. The idealism of the researchers determines the ideal component of the policy goals, which leads to a large gap between the implementation results and the original policy goals. The school education policy embodies strong political motivation and will, but the normative legislative procedure does not guarantee real education. Democracy, the school education policy has a negative function. The excessive concentration of power leads to the one party dictatorship and individual dictatorship, plus the disagreement within the Kuomintang, the national government has gradually lost its due government capacity and failed to solve the contradictions and conflicts of all parties. The improper means of suppression not only aggravate the internal contradictions, but also enlarge the internal contradictions and expand the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and the expansion of the internal contradictions and expansion of the internal contradictions and the expansion of the internal contradictions and expansion of the internal contradictions. With the change of the state system, the school education policy was forced to end the policy.
In order to create a stable and uniting educational policy environment and build a harmonious educational policy system, the school education policy can provide institutional guarantee for school education, strengthen the communication between the researchers and decision-makers, narrow the gap between the two cultures, and achieve the integration of different types of culture in the identification of educational policy questions. To develop social economy, continue to improve education and people's livelihood and rationally regulate educational resources. Based on the national level, it is of certain significance to explore the school education policy in the period of Nanjing national government.
【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2010
【分类号】：G529
【引证文献】
相关硕士学位论文 前1条
1 王丽娜;民国时期国学经典的教育观念变迁研究[D];四川师范大学;2012年
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