中国早期研究生教育（1902-1935）

发布时间：2019-06-05 00:03

【摘要】： “研究生教育”指在大学本科教育基础上以独立形态进行的、以学术研究为主要目的、毕业时授予高级学位的一种高层次的高等教育,一般包括硕士生教育和博士生教育。本文以“中国早期研究生教育”为研究对象,在空间上,由于条件所限,仅限于中国大陆,不包括港澳台地区;学校上,不仅包括国立大学,也包括私立大学和各教会大学。中国自1902年《钦定学堂章程》(即《壬寅学制》)中第一次提出研究生教育的概念,至1929年清华大学研究院建立并招收学生,这段时期可以算是研究生教育的早期阶段。在这段时间内,通过《奏定学堂章程》(即《癸卯学制》,1904年)、《壬子·癸丑学制》(1912-1913年)等一系列学制、法令的颁布实施,研究生教育在理论上已初见成熟。在实践上,圣约翰大学于1908年已有医学博士毕业,并于1913年设立大学院(即研究生院);震旦大学于1912年毕业了12名硕士,并得到教育部认可;东吴大学于1917年毕业8名硕士,其中文学硕士2名、理学硕士6名;齐鲁大学于1917年招收研究生2名;沪江大学于1917年获得硕士学位授予权。以上五所大学均为教会大学,国内大学首先开展研究生教育的是清华大学。北京大学于1929年秋成立研究院,学校首先试办了物理与外国语文两个研究所;1930年夏,中国文学、哲学等8个研究所相继成立并开始招生。这是我国研究生教育史上建立的第一个完全意义上的研究院,它标志着国内大学研究生教育进入实践阶段,中国研究生教育由此完全确立。近年来,随着研究生招生规模的扩大及研究生入学考试成为热门,有关研究生教育的一系列问题逐渐引起了学术界的关注,并有大量专著问世。然而,对于中国研究生教育产生的具体情况,我们知之甚少,有些问题尚待考证。因此,解决这一问题有着巨大的学术意义和现实意义。一方面,由于学术界对于中国早期研究生教育尚缺整体性、系统性的研究,某些问题还存在争议。因此,本课题的研究可以在一定程度上填补学术空白。另一方面,研究生教育所培养的高层次人才已成为各国经济、政治、文化等方面的发展重要推动力,在当今的国际竞争中,高层次人才越来越成为竞争的焦点和核心,如何发展和壮大研究生教育规模并提高研究生教育质量,有着深远的意义。本文希望通过客观、全面、系统的分析,为当今的研究生教育提供一些经验和教训。
[Abstract]:"Postgraduate education" refers to a kind of high-level higher education, which is carried out on the basis of undergraduate education in an independent form and with academic research as the main purpose, and generally includes master's degree education and doctoral education. In this paper, "early Postgraduate Education in China" is taken as the research object. In space, due to the limitation of conditions, it is limited to mainland China, excluding Hong Kong, Macao and Taiwan, and schools include not only state universities, but also private universities and church universities. The concept of graduate education was first put forward in 1902 in the articles of Association of Qinding School (that is, "Nonyin School system") in China, and the concept of graduate education was first put forward in China. This period can be regarded as the early stage of graduate education from the establishment and admission of students by Tsinghua University Research Institute in 1929. During this period, through a series of academic systems, such as "setting the articles of association" (that is, "Guimao school system", 1904), "nonzi Gui ugliness school system" (1912-1913), the promulgation and implementation of the decree, graduate education has begun to mature in theory. In practice, St. John University graduated from M.D. in 1908 and set up a college (graduate school) in 1913. Sinian University graduated 12 masters in 1912 and was approved by the Ministry of Education. Soochow University graduated eight masters in 1917, including 2 masters of literature and 6 masters of science, 2 graduate students from Qilu University in 1917 and the right to grant master's degrees from Hujiang University in 1917. All five universities are church universities, and Tsinghua University is the first to carry out graduate education in domestic universities. Peking University established a research institute in the autumn of 1929. The school first conducted two research institutes of physics and foreign languages. In the summer of 1930, eight research institutes, such as Chinese literature and philosophy, were set up and began to recruit students. This is the first complete research institute established in the history of graduate education in our country, which marks the entry into the practical stage of graduate education in domestic universities, from which the graduate education in China is completely established. In recent years, with the expansion of graduate enrollment and graduate entrance examination has become a hot, a series of issues related to graduate education have gradually attracted the attention of the academic community, and a large number of monographs have been published. However, we know little about the specific situation of graduate education in China, and some problems need to be verified. Therefore, it is of great academic and practical significance to solve this problem. On the one hand, due to the lack of holistic and systematic research on early graduate education in China, some issues are still controversial. Therefore, the research of this topic can fill the academic gap to a certain extent. On the other hand, the high-level talents trained by graduate education have become an important driving force for the development of economy, politics, culture and so on in various countries. In today's international competition, high-level talents have increasingly become the focus and core of competition. How to develop and expand the scale of graduate education and improve the quality of graduate education is of far-reaching significance. This paper hopes to provide some experiences and lessons for graduate education through objective, comprehensive and systematic analysis.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G643

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