20世纪上半叶中国大学教育系科变迁研究

发布时间：2018-01-18 09:50

本文关键词：20世纪上半叶中国大学教育系科变迁研究　出处：《山西大学》2012年硕士论文　论文类型：学位论文

【摘要】：本文立足于20世纪上半叶中国大学教育系科变迁这一角度,力图对当今中国大学教育系科发展提供借鉴。具体而言,本文包括以下几方面内容：第一,引论。本章主要对大学教育系科的相关研究进行了梳理,研究者对教育系科的发展进行了宏观研究,对各类、个别大学教育系科的发展进行了初步研究,有研究者还就大学教育系科产生的原因进行了研究。本文研究内容主要有中国大学教育系科产生、形成和发展、反思及对当今大学教育系科的启示,采用的研究方法为文献法和历史法。第二,20世纪上半叶中国大学教育系科的产生。本章指出高等师范开设教育学课程是大学教育系科产生的先声,大学教育系科产生始于1915年北京高等师范教育专攻科的开设。产生的原因在于清末民初学制的推动、设置经费投入、师范教育兴起、教育学科发展需要、归国留学生推动等；这一阶段具备的特征为教育系科集中于高等师范学校、主要目标为培养师资、课程和教材取材于国外、教师以留学生为主、教育系科渐重学术研究。第三,20世纪上半叶中国大学教育系科的形成。中国大学教育系科形成的原因有国家政策继续保障、经费多元投入、留美学生建设等；这一阶段具备的特征是教育系科仿美集中于综合大学、承担任务全面、公立和私立大学培养目标各有侧重、教育系科注重学术研究、课程和教材仿美,差异大却全面、教师队伍留美学生居多。第四,20世纪上半叶中国大学教育系科的发展。1938年中国大学教育系科进入发展阶段。发展的原因有国家政策保障、培养师资需要、培养战时人才需要；这一阶段具备的特征为大学教育系科继续发展、独立学院教育系科增多、课程设置有了参照标准。国立大学、私立大学、独立教育学院教育系科发展各有特色,取得较大成绩。第五,20世纪上半叶中国大学教育系科变迁的反思。反思20世纪上半叶中国大学教育系科有以下几点：过分模仿美国模式、名称和隶属关系多样、分布地区和院校不均、职能定位有所偏颇、专业设置较为全面、课程设置全面但杂乱、教师队伍留学生比例高。第六,20世纪上半叶中国大学教育系科变迁的启示。当今中国大学教育系科要获得进一步发展,大学教育系科的改革中就必须着手处理好教育系科的发展模式、教育系科的名称和隶属关系、教育系科的地位、教育系科的分布、教育系科的职能定位、教育系科的专业设置、教育系科的课程设置、教育系科的教师队伍这几大关乎教育系科生存和发展中最为重要的命题。
[Abstract]:Based on the change of the department of education in the first half of 20th century, this paper tries to provide a reference for the development of the department of education in Chinese universities. Specifically, this paper includes the following aspects: First, the introduction. This chapter mainly combed the relevant research of the Department of Education, the researcher of the development of the Department of Education carried out a macro study, to all kinds of. The development of the department of education in some universities has been preliminarily studied, and some researchers have also studied the causes of the development of the department of education in universities. The main contents of this study are the emergence, formation and development of the department of education in Chinese universities. The research methods used in this paper are literature method and historical method. In the first half of the 20th century, it is pointed out in this chapter that the course of pedagogy in higher normal schools is the forerunner of the emergence of the subject of department of education in universities in the first half of the 20th century. The emergence of the department of education in universities began in 1915 with the opening of specialized subjects in Beijing's higher normal education. The reasons are the promotion of the academic system in the late Qing Dynasty and the beginning of the Republic of China, the establishment of funds, the rise of normal education and the need for the development of educational disciplines. The promotion of returned students; The characteristics of this stage are that the education department is concentrated in the higher normal school, the main goal is to train teachers, the curriculum and teaching materials are taken from abroad, the teachers are mainly foreign students, and the education department is gradually emphasizing academic research. The formation of the Department of Education of Chinese University in the first half of the 20th century. The reasons for the formation of the Department of Education in Chinese University are the continuous guarantee of national policy, the diversified investment of funds, the construction of students studying in the United States and so on. The characteristics of this stage are that the Department of Education focuses on comprehensive universities, undertaking a comprehensive task, public and private universities have their own training objectives, the Department of Education pays attention to academic research, curriculum and teaching materials imitating the United States. The difference is big but all round, the teacher troop stays the American student to be in the majority. The development of the Department of Education of Chinese University in the first half of the 20th century. In 1938, the Department of Education of the University of China entered the stage of development. The reasons for the development are the guarantee of national policies and the need to train teachers. The need to train talents in wartime; The characteristics of this stage are the continuing development of the department of education in universities, the increase in the number of departments of education in independent colleges and the provision of reference standards for the curriculum. The development of the departments of education in national universities, private universities and independent colleges of education has its own characteristics. Great achievements have been made. Reflections on the changes of the Department of Education of Chinese Universities in the first half of the 5th ~ (th) century. In 20th century, there were the following points in the Department of Education of Chinese Universities: the over-imitation of the American model, the variety of names and subordinate relationships. The distribution area and university are uneven, the function orientation is biased, the specialty is relatively comprehensive, the curriculum is comprehensive but messy, and the proportion of foreign students in the teaching team is high. During the first half of the 20th century, the changes of the department of education in Chinese universities were enlightened.At present, the department of education in Chinese universities should be further developed. In the reform of the department of education, we must deal with the development mode of the department of education, the name and subordinate relationship of the department of education, the status of the department of education, the distribution of the department of education, and the functional orientation of the department of education. The major setting of the department of education, the curriculum of the department of education, and the teaching staff of the department of education are the most important propositions related to the survival and development of the department of education.
【学位授予单位】：山西大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G649.2

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