从教授到教学：民国时期“教学”的观念史考察

发布时间：2018-06-24 16:30

本文选题：教授 + 教学　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：“教学”是教育的核心活动。在中国古代传统教育中教学称为“教授”;民国时期,在陶行知等知识分子的努力下,将“教授”改为“教学”。无论是“教授”还是“教学”其所指都是同一事物,这一名词变更过程重新构建了人们对教育、教学、学校等多方面的认识。本论文力图用观念史研究方法,来分析和研究传统的教授思想和民国时期的教学思想,在“教授”到“教学”的这一过程中,有继承也有改进,并认为这一转变与当时的政治变革、社会思想等有关。论文共分为五部分:第一部分,主要说明本文的研究源起与研究意义,同时归纳说明有关“民国时期教学观念”的已有国内外研究现状,观念史研究方法在中国的使用情况。第二部分,追溯了观念史研究方法的产生与形成,着重讲述了美国史学派和剑桥学派的观念史研究方法的形成与发展。其次,介绍本文的分析思路,本文采用的研究方法是文本分析与历史语境相结合,从时代背景来探究“教学”取代“教授”的原因。第三部分,用观念史研究方法对“教授”、“教学”分别进行动态勾勒。本文认为中国传统“教授”观念的演进经历了开端、发展、高潮等三个阶段。民国时期知识分子群的“教学”观念可归纳为三类:国民培养、大学变革、提倡教育的普及与实用性等,这些都影响到了这一名词的变革。第四部分,民国时期“教学”观念是在原有的“教授”观念基础之上进行的变革。本文认为,“教学”观念的变革主要有与时俱进、平民化、个性培养、科学化等四个特点。第五部分,就民国时期“教学”观念自身而言,它产生于民国社会背景之下。当时的社会状况是民主思潮、国际竞争激烈、社会管理混乱,受这些社会背景影响,“教学”观念呈现出三个特点:平等、提高学生了解社会的能力以及培养社会学人才。
[Abstract]:"Teaching" is the core activity of education. In the ancient Chinese traditional education, teaching was called "Professor". In the period of the Republic of China, the "Professor" was changed to "teaching" under the efforts of Tao Xingzhi and other intellectuals. In the process of "teaching" to "teaching", there is an inheritance and improvement in the process of "teaching" to "teaching", and it is considered that this transformation is related to political and social thought at the time. It is divided into five parts. In the first part, it mainly explains the origin and significance of the study. At the same time, it sums up the status of the research on the concept of teaching in the period of the Republic of China, the use of the research methods of concept history in China. The second part traces the emergence and formation of the concept of Shi Yan's study, and focuses on the history of American history. The formation and development of the research methods of the history of ideas in the school of school and Cambridge. Secondly, the analysis of this article is introduced. The research method used in this paper is the combination of text analysis and historical context, and the reasons for the replacement of "teaching" from the background of the times. The third part, "teaching" and "teaching" by the study method of view history. This paper holds that the evolution of the traditional Chinese "Professor" concept has experienced three stages: the beginning, the development and the climax. The "teaching" concept of the intellectuals in the Republic of China can be summed up in three categories: the national cultivation, the university reform, the popularization and practicality of education, which all affect the change of this noun. Fourth The concept of "teaching" in the period of the Republic of China is a change on the basis of the original concept of "Professor". This article holds that the reform of the concept of "teaching" mainly consists of four characteristics, such as keeping pace with the times, being civilian, cultivating individuality and scientization. The fifth part, in terms of "teaching" in the period of the Republic of China, it came into being in the social background of the Republic of China. At the time, the social situation at that time was democratic trend of thought, the international competition was fierce, and the social management was confused. Influenced by these social backgrounds, the concept of "teaching" showed three characteristics: equality, improving the students' ability to understand the society and the training of sociological talents.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G529

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