壬戌学制研究

发布时间：2018-06-02 07:51

本文选题：壬戌学制 + 制度变迁　；参考：《南京大学》2011年博士论文

【摘要】：本文以1922年颁布的壬戌学制为研究对象,通过制度学研究方法,全面分析制度构建的轨迹与全景。对制度建立的背景、制度设计的主体与推动力量、制度的博弈过程、文本体系与内容、舆论评析、专家评议、制度安排、局部试点、实施方略与实践、具有代表性的个案、校友群体的情感与回忆等进行考察和论证。力求勾勒、梳理出壬戌学制的基本脉络和近代学制体系形成的动态过程,努力探索近代教育发展的基本规律。构建适应中国国情,并符合世界教育潮流的近代学制,是近代中国社会各个阶层为之奋斗的目标。从1902年至1922年,从民族危机严重的晚清,到资产阶级共和国之奠立,乃至军阀割据混战的民国“弱政府”时期,伴随着动荡、剧烈的制度变迁,历经1902年壬寅学制、1904年癸卯学制、1912——1913年壬子癸丑学制、1922壬戌学制等近代四个学制的嬗变。最终由壬戌学制之构建完成了中国近代教育体系的转型,同时实现了由模仿日本,向师法美国的全面转变。昭示着中国近代以来的学制体系建设,以及自清末以来的教育近代化改革的基本完成。其“六三三制”的主体架构经受了历史的长期校验而延续至今,体现出旺盛的生命力和强大的适应力。值得关注的是,在“五四”、新文化运动的大格局之中,教育界形成了流派纷呈、思潮迭起、生机勃勃的多元文化生态。封建传统文化的解体,西方现代文明传输与熏陶,军阀战争和政治动荡,各派政治力量彼此消长,为文化教育领域创造了了一个难得的自由生长空间。这一时期,教育思潮如浪如涛,教育运动风起云涌,教育改革全面展开,教育家开始崭露头角,并涌现了杰出的教育家群体,成为壬戌学制建构之主力。从壬戌学制产生的整个过程来看,它是由全国教育会联合会率先提出草案、多次酝酿、反复讨论、审慎研究、多方博弈,形成决议并通过的,并最终作为民间力量强有力地推动了北洋政府颁布实施。全国教育会联合会在此复杂的历史进程中倾注了极大的热情,实为促成1922年的壬戌学制最突出的力量。壬戌学制可谓凝聚了中国教育界的智慧、远见与历史使命感。与以往三部学制相比,壬戌学制从指导原则、整体架构、基本内容、课程标准来看,均有着明显的进步和独特的长处。它是新文化运动和“五四”运动以来,我国教育界破旧立新、锐意革新,向西方先进的教育理论和制度学习,同时适应中国社会发展需要的一个综合性成果。壬戌学制的颁布和实施,深刻反映了我国教育界努力探索新教育道路的艰苦尝试和不懈努力,标志着中国资产阶级新教育制度的确立。新学制草案公布后,随即引起了社会各界的热切关注、热烈议论和巨大反响。教育界人士以高涨的热情投入到教育改革热潮中,他们纷纷开会讨论新学制并撰文评论。一时间意见纷呈,评论如潮。同时各省区教育会更是身体力行,在全国掀起了研究、探讨学制改革的高潮。这实际上既是一次声势浩大的学制改革大宣传,又是一次行之有效、影响深远的学制草案大诊断。由此,改旧制、定新制遂日益成为人心所向、大势所趋的大事。伴随着学制改革的热烈讨论,学制改革实践方兴未艾。各地以新学制草案为指导大纲,进行了探索、试点工作。广州执信中学率先试办“六三三制”,南开中学推行中学“三三制”,便是各地试点新学制中影响较大者,在全国掀起了学制改革的热潮。东南大学附属中学设立学制改组委员会,筹划学制改革事宜,推行选课制和学分制。这些教育改革实践为壬戌学制的最终制订提供了坚实的依据。 1922年壬戌学制颁布后,诸多学校纷纷探索、实践学制改革。通过延聘名师、创新教学理念、改进教学方法、探索民主治校、激发学生学习兴趣,努力构建新型的学校教育体系,形成了别样的特色和个性。在壬戌学制的促进下,全国各级各类学校教育活力进发,呈现出蓬勃发展的新气象,构筑了多样化、生机蓬勃的教育格局。为中国上世纪20年代至40年代的中小学教育奠定了良好的基础,造就出一大批科学文化领域的杰出人才。
[Abstract]:This paper, based on the study system in 1922, analyzes the track and panorama of the system construction through the methodology of institutional study. The background of the system, the main body and the driving force of the system design, the game process of the system, the text system and content, the opinion evaluation, the expert comment, the system arrangement, the local pilot, the implementation strategy and the strategy. In practice, the representative cases, the emotion and memory of the alumni group are examined and demonstrated. We try to outline the basic choroid of the school system and the dynamic process of the formation of modern school system, and try to explore the basic laws of modern education development.
From 1902 to 1922, from the late Qing Dynasty in the serious national crisis, the founding of the bourgeois republic, and the "weak government" of the Republic of warlords in the Republic of China from the 1902 to the 1922, it was accompanied by turbulent and violent institutional changes. Migrated, after the 1902 Nen Yin school system, the 1904 Kuo Mao school system, the evolution of the four modern school systems, such as 1912 - nzi and Kuo educational system in 1913, and the 1922 nonyuan system of school system, the transformation of modern Chinese educational system was completed by the construction of the nonan Xu school system. At the same time, it realized the comprehensive transformation of the imitation of Japan and the law of the United States to the United States. The construction of the system of academic system and the basic completion of the reform of modern education since the end of the Qing Dynasty. The main structure of the "633 system" has gone through the long term verification of history and has shown vigorous vitality and strong adaptability.
It is worth noting that, in the "54" and the great pattern of the new cultural movement, the educational circles have formed a variety of schools, ideas, and vibrant multicultural ecology. The disintegration of the feudal traditional culture, the transmission and edification of modern western civilization, the war of warlords and political turmoil, the political power of each school and the creation of cultural and educational fields. A rare space for free growth. In this period, the education trend was like waves, the education movement began to surge and the education reform began to expand. Educationists began to come to the fore, and the outstanding educationist group emerged as the main force of the construction of the school system.
From the whole process of the Nen system, it was first proposed by the Federation of national education associations, several times, deliberation, deliberation, multi game, resolution and adoption, and finally as a powerful folk force to push the Beiyang government to implement it. The National Association of education associations in this complex historical process. The great enthusiasm has been poured into the most prominent force in the 1922 school system, which has condensed the wisdom, the vision and the historical mission of the Chinese educational circles.
Compared with the previous three academic systems, the nonyuan system has obvious progress and unique strengths from the guiding principles, the overall framework, the basic content and the curriculum standards. Since it is the new cultural movement and the "54" movement, the educational circles in our country have been breaking new and innovating, learning from the advanced western educational theories and systems, and adapting to China. The promulgation and implementation of the school system of Nen Xu deeply reflects the hard attempts and unremitting efforts of the educational circles in China to explore the road of new education, which marks the establishment of the new educational system of the Chinese bourgeoisie.
After the publication of the new school system, the new school system has aroused great concern, heated discussion and great repercussions in all circles of the society. People in the educational circles have been devoted to the upsurge of education reform with high enthusiasm. They have met to discuss the new school system and write comments. In fact, it is not only a great propaganda of the reform of the academic system, but also an effective and far-reaching draft of the draft of the school system. Therefore, the reform of the old system and the new system have become an increasingly important event.
With the warm discussion of the reform of the school system, the practice of the reform of the school system is in the ascendant. The new school system draft is the Guide outline, and the pilot work is carried out. Guangzhou Zhixin middle school is the first to try "633 system", and the "33 system" in the Middle School of Nankai Middle School is the most influential person in the new school system in various places, and the school system is set off in the whole country. The school system reform committee was set up in the secondary school of Southeast University to plan the reform of the school system and to carry out the elective system and the credit system. These educational reform practices provided a solid basis for the final formulation of the school system.
After the promulgation of the school system in 1922, many schools have explored and practice the reform of the school system. By hiring teachers, innovating teaching ideas, improving teaching methods, exploring democratic governance, stimulating students' interest in learning and building a new school education system, different characteristics and personalities have been formed. The vitality of school education presents a new atmosphere of flourishing development, a diversified and vigorous education pattern, which has laid a good foundation for the primary and middle school education in the 20s and 40s of the last century, bringing up a large number of outstanding talents in the field of science and culture.
【学位授予单位】：南京大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G529

【引证文献】