民国时期教育方针的精神主旨研究

发布时间：2018-06-27 07:08

本文选题：民国时期 + 教育方针　；参考：《内蒙古师范大学》2011年硕士论文

【摘要】：所谓“教育方针”,一般是指国家或政党在一定历史阶段提出的有关教育工作的总方向和总指针,是教育基本政策的总概括。它是确定教育事业发展方向,指导整个教育事业发展的战略原则和行动纲领。教育方针之于教育,如同指南针之于舵手,灯塔之于航船,它决定着教育事业发展的根本方向和趋势。正因为如此建国以来,有关研究教育方针的文章不在少数,并且在理论上取得了重大的突破；然而有关民国时期的教育方针的研究却是聊若星辰。虽然民国与我国当下处于不同的时空和社会制度、文化之下,但是,历史是一面镜子,作为文化的一种体现,研究民国时期教育方针所反映出来的精神主旨,对于我们当下的教育仍然有超越时空和社会意识限制的重大意义。笔者不才,试图在本文中以《教育杂志》作为主要的资料依据,对民国时期教育方针变革的历史背景、原因、过程以及影响等几方面进行探析,祈求从中找到民国时期教育方针的精神主旨,并探讨其对于当下中国教育的启示。本文共分为三个部分：第一部分为文章的导言。在这一部分中,首先对国内外有关民国时期教育方针的研究进行简要回顾和罗列,从而体现了本文的研究价值和意义；然后,分别从文章的研究对象、《教育杂志》在民国时期教育中的重要地位、研究方法等几方面进行界定和说明；另外,对民国时期教育方针的研究史料进行文献综述；最后概述本文的写作思路。第二部分为文章的主干。在这一部分中,首先对民国时期教育方针的沿革过程进行详细的论述和分析：1912—1913年和1916—1928年两个阶段的教育方针是以蔡元培和谐教育思想(五育并举的教育主张)为蓝本的；1913—1916年这一阶段实施的是袁世凯的《教育要旨》；1927年以后至新中国成立以前采用的是三民主义教育方针(即党化教育方针)。其次,根据这三个教育方针在教育指导思想和代表利益上有着截然不同之处,因此,对于民国时期的教育方针精神主旨的谈论按照时间界限可以分为三个部分： 1912—1913年和1916—1928年所实施的均是南京临时政府时期制定的教育方针,其体现出的精神主旨主要包括以下几个方面：一是重视教育的作用,将教育与个体和社会的发展紧密的结合起来；二是学科设置合理,注重学生的全面发展；三是重视学生的个性发展,尊重人的尊严、潜能和价值；四是学界对于教育方针的制定和实施密切关注且积极推动,营造出良好的文化氛围。 1913—1916年袁世凯执政的北洋军阀政府时期的教育方针,完全是袁世凯为了恢复封建纲常和伦理道德在教育上的体现,使得民国元年教育方针的革命性和民主性荡然无存。到了南京国民政府时期(1927年以后),提出了三民主义教育方针,其实是大地主大资产阶级的利益在教育上的要求。其教育方针本质上是国民党右派“党化教育”的产物,目的是巩固手中的政权，，为更好地获得生产和经济利益服务。在这一昀期,对于受教育者个体的关照和重视是没有得到体现和彰显的。但是对于教育的社会价值却被提到了空前的高度。此外,不论是南京临时政府时期、北洋军阀政府时期还是之后的国民党政府时期的教育方针,都十分注重教育为社会服务的功能。第三部分,民国时期教育方针对于当下我国教育的影响及启示南京临时政府时期的教育方针对于当下教育的启示主要包括以下几个方面：第一,重视学生的全面发展；第二,尊重学生的个性、潜能和价值；第三,重视教育的社会价值和个人价值,提倡职业教育。袁世凯执政的北洋军阀政府时期的教育方针和国民党政府时期的教育方针将教育社会本位功能的放大,它很少将受教育者自身的特点、个性、兴趣等方面作为教育方针和教育工作开展的依据和标准,使得这时期的教育只见教育不见人。由此我们知道,教育方针的制定和实行,只有建立在符合社会发展需要,符合人民对于教育的要求的基础上才是适应社会的,才能为教育和社会的发展提供正确的政策导向和理论支持。
[Abstract]:The so-called "educational policy" refers to the general direction and general pointer of the educational work put forward by a state or a political party at a certain historical stage. It is the general summary of the basic policy of education. It is a strategic principle and an action programme to determine the direction of the development of the cause of education and guide the development of the whole education. Education policy is like the compass of education. At the helmsman and the lighthouse on the ship, it determines the fundamental direction and trend of the development of education. Since the founding of the people's Republic, there are few articles on the policy of education and a great breakthrough in theory. However, the study of the educational policy in the period of the Republic of China is a star. Although the Republic of China and our country are the same as the Republic of China Under the different space-time and social system, under culture, but history is a mirror, as a reflection of culture, the study of the spiritual theme reflected by the education policy in the period of the Republic of China still has the significance of transcending time and space and restriction of social consciousness for our present education. As the main data basis, the magazine analyzes the historical background, causes, process and influence of the reform of the educational policy in the period of the Republic of China, and praying to find the spiritual theme of the education policy in the period of the Republic of China, and to explore its enlightenment to the present education in China.
This article is divided into three parts:
The first part is the introduction of the article. In this part, it first briefly reviews and lists the domestic and foreign research on the education policy in the period of the Republic of China, which reflects the value and significance of the study. Then, the research object of the article, the important position of the education magazine in the time period education of the Republic of China, the research methods and so on. To define and explain; in addition, the historical data of the education policy in the Republic of China are reviewed; finally, the writing ideas of this article are outlined.
The second part is the main part of the article. In this part, first of all, the course of the evolution of the education policy in the period of the Republic of China was discussed and analyzed in detail. The educational policy of the two stages of the period from 1912 to 1913 and from 1916 to 1928 was based on Cai Yuanpei's thought of Harmonious Education (five educational ideas); the implementation of this stage from 1913 to 1916 was carried out. It is Yuan Shikai's education tenet. After 1927, before the founding of new China, the policy of three people's principles was adopted.
Secondly, according to these three educational principles, there are different points in the educational guiding ideology and representative interests. Therefore, there are three parts in the discussion of the spirit of the education policy in the period of the Republic of China.
1912 - 1913 and 1916 - 1928 were implemented in the period of the education of the Nanjing interim government. The spiritual theme embodied in it mainly includes the following aspects: one is the importance of education and the combination of education and the development of individual and society; two is the rational discipline and the overall development of the students; Three is to pay attention to the development of the students' personality, respect for human dignity, potential and value; four, the academic circles pay close attention to the formulation and implementation of the educational policy and actively promote it and create a good cultural atmosphere.
The educational policy of the Northern Warlords Government during the period from 1913 to 1916 was entirely the embodiment of Yuan Shikai's education in order to restore the feudal code and ethics, which made the revolutionary and democratic policy of the year of the Republic of the Republic of the Republic of China remained completely revolutionary and democratic.
In the period of the national government of Nanjing (after 1927), the educational policy of the three people's principles was put forward. In fact, the interests of the big landlords and the big bourgeoisie were in education. In essence, the educational policy was the product of the "party education" of the Rightists of the Kuomintang. The purpose was to consolidate the hands of the political power and to better serve the interests of production and economy. In a period of time, the care and attention of the educated individual is not reflected and manifested. However, the social value of education has been mentioned at an unprecedented level.
In addition, the educational policy of the Kuomintang government during the period of the Northern Warlords Government and the Kuomintang government in the period of the Northern Warlords Government in Nanjing, all of which paid great attention to the function of education for the social service.
The third part, the influence and Enlightenment of the education policy in the Republic of China on the current education in China.
The Enlightenment of the educational policy of Nanjing interim government to the present education mainly includes the following aspects: first, pay attention to the overall development of the students; second, respect the students' personality, potential and value; third, attach importance to the social and personal values of education, and promote vocational education.
The educational policy of Yuan Shikai's ruling Northern Warlords Government and the educational policy of the Kuomintang government during the period of the government of the Kuomintang will enlarge the function of the education of the social standard. It is very little to be the basis and standard of the educational policy and education work to be carried out by the educator's own characteristics, personality and interest, so that education in this period is only invisible to education.
Therefore, we know that the formulation and implementation of the educational policy is only based on the needs of the social development and the requirements of the people's education, which can be adapted to the society and can provide the correct policy guidance and theoretical support for the development of education and society.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G529

【引证文献】