20世纪二三十年代师范教育中国化研究

发布时间：2019-01-07 16:58

【摘要】：近代中国在学习西方师范教育经验与理论、制度与方法来发展中国的师范教育时,出现了外国化的弊病。为了谋求建设适合中国需要的师范教育,20世纪二三十年代当时的专家、学者及政府对师范教育的发展,进行了中国化的探索。本文旨在考察在外国教育对中国教育产生强烈影响的背景下,中国师范教育发展的因应之道。论文的主体部分分为三章。第一章为师范教育中国化的缘起,主要通过梳理时人对“中国化”一词的运用语境,界定师范教育中国化的概念为：它是一场基于中国现代师范教育的外国化引发的弊病而起的,旨在谋求适合中国国情和民性的现代师范教育的运动,它不仅表现在对外国教育的选择和消化上,更重要的是无论在理论层面,还是在实践层面教育家都很关注本土特色教育的建构的运动。然后简要论述我国师范教育自晚清兴起至南京国民政府建立前的发展状况,笔者将其归结为两个阶段,即师范教育的全力引进阶段(18971914年)和模仿基础上的创造阶段(19151926年)。接着论述师范教育在我国发展过程中所出现的外国化表现,及师范教育中国化的提出过程。笔者认为师范教育外国化主要表现在三个方面：一是宗旨不定,盲目抄袭；二是脱离中国的社会经济背景；三是教育内容“洋八股”,学非所用,用非所学。师范教育中国化的提出也经历了一个由新教育中国化到师范教育中国化的过程。第二章为师范教育中国化的内容,主要通过对当时教育家有关师范教育中国化的论述,归纳总结了师范教育中国化的主要内容,即师范教育指导思想中国化、师范教育培养目标之扩大、师范教育社会化、师范教育艺业、专业和人格修养训练三者并重。第三章为师范教育中国化的实践,主要论述在政府的主导下,我国所进行的师范教育改革,这主要包括确定三民主义的教育指导思想,改革师资培养体系,充实师范教育内容和扩大师范教育的范围等三个方面。最后,在论文的结论部分笔者总结了20世纪二三十年代师范教育中国化的特点,即强烈的中国化愿望与西方思想资源的吸收并存,以师范教育作为社会改造的支点,师范教育中国化思想与实践之间存在着落差等三个方面的特点,并从中得到了如下的启示：一是要有师范教育中国化的理论自觉。二是要扎根现实,勇于实践搞探索。三是要正确处理中外教育关系,坚持走中国化道路。
[Abstract]:In modern China, when studying the experience, theory, system and method of normal education in the west, the defect of foreign education appeared. In order to build teacher education suitable for the needs of China, the experts, scholars and governments in the 1920s and 1930s explored the development of normal education in China. The purpose of this paper is to investigate the ways to cope with the development of Chinese normal education under the background of the strong influence of foreign education on Chinese education. The main part of the thesis is divided into three chapters. The first chapter is the origin of the localization of normal education, mainly through combing the context of the use of the word "Sinicization". The concept of Chinese normal education is defined as follows: it is a movement of modern normal education, which is based on the maladies caused by the foreign nature of modern normal education in China and aims at seeking a modern normal education suitable for China's national conditions and people. It is not only reflected in the choice and digestion of foreign education, but also in the theoretical and practical aspects, educators pay close attention to the construction of education with local characteristics. Then it briefly discusses the development of normal education in China from the rise of the late Qing Dynasty to the establishment of the Nanjing National Government. The author puts it down to two stages: the stage of full introduction of normal education (18971914) and the stage of creation on the basis of imitation (19151926). Then it discusses the foreign manifestation of normal education in the development process of our country, and puts forward the process of Chinese normal education. The author believes that the foreign nature of normal education is mainly manifested in three aspects: first, the purpose is indefinite, blindly copied; second, it is divorced from the social and economic background of China; third, the content of education "foreign stereotyped writing", learning is not used, using non-learning. The localization of normal education has also gone through a process from new education to Chinese normal education. The second chapter is the content of normal education in China, mainly through the educationalists at that time about normal education in China, summed up the main content of normal education in China, that is, the guiding ideology of normal education in China. The expansion of normal education aims, the socialization of normal education, the art of normal education, the training of specialty and personality. The third chapter is the practice of normal education in China. It mainly discusses the reform of normal education in China under the guidance of the government, which mainly includes the determination of the guiding ideology of the three people's principles and the reform of the teacher training system. Enrich the content of normal education and expand the scope of normal education. Finally, in the conclusion part of the paper, the author summarizes the characteristics of Chinese normal education in the 1920s and 1930s, that is, the strong desire of Chinese education and the absorption of western ideological resources, taking normal education as the fulcrum of social transformation. There are three characteristics of the difference between the thought and practice of normal education in China, and the enlightenment is as follows: first, we should have the theory consciousness of Chinese normal education. Second, we should take root in reality and have the courage to practice and explore. Third, it is necessary to correctly handle the relationship between Chinese and foreign education, and adhere to the road of Sinicization.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G659.2

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