中国早期职业教育的总体特征及其思想渊源

发布时间：2019-07-01 12:12

【摘要】：1840年鸦片战争爆发，中国开始走向半殖民地半封建社会，随着清政府签订一系列不平等条约，民族矛盾不断加深。部分具有先进思想的中国人大力发展民族工商业，这为职业教育的兴起创造了条件；但由于陈旧的“官本位”的思想，学生接受教育内容严重脱离实际生活，，学生所学非所用，处于毕业即失业的状况，这成为教育家迫切需要解决的问题；“五四”文化运动的爆发，许多教育家把国外的先进思想尤其是杜威的实用主义学说引进中国，再加上黄炎培通过对美国、菲律宾、日本的实地考察，认识到发展职业教育的重要性；1921年正值新学制的讨论和形成中，孟禄为新学制的改革提出了很多宝贵的意见，并为职业教育的发展指明方向。本研究将中国早期职业教育的演变过程划分为三个阶段：初步探索期（1840—1904年）；初步调整期（1904—1912年）；正式确立期（1912—1922年）。并对每一阶段的有关相应学制中关于实业教育或职业教育的具体规定给予了说明和阐述。另外，本研究以著名的职业教育家黄炎培、顾树森、陶行知、邹韬奋等人对有关职业教育的理解为切入点对中国早期职业教育的总体特征进行了归纳和总结，分别是（一）职业教育的社会化；（二）职业教育的平民性；（三）职业教育的实践性；（四）职业教育的育人性。本研究的最后一部分是对中国早期职业教育的思想渊源——杜威实用主义思想的论述，主要论述了杜威实用主义思想在中国兴起的原因；杜威职业教育思想的主要内容；杜威职业教育思想的主要特征。
[Abstract]:With the outbreak of the Opium War in 1840, China began to move towards a semi-colonial and semi-feudal society. With the signing of a series of unequal treaties by the Qing government, the ethnic contradictions deepened. Some Chinese with advanced ideas vigorously develop national industry and commerce, which creates conditions for the rise of vocational education, but because of the old "official standard" thought, students receive education content is seriously divorced from real life, students are not used for their studies, and are in the situation of unemployment after graduation, which has become an urgent problem for educators to solve. With the outbreak of the May 4th Cultural Movement, many educators introduced foreign advanced ideas, especially Dewey's pragmatism theory, into China. In addition, Huang Yanpei recognized the importance of developing vocational education through field visits to the United States, the Philippines and Japan. In 1921, during the discussion and formation of the new school system, Meng Lu put forward a lot of valuable opinions for the reform of the new school system and pointed out the direction for the development of vocational education. In this study, the evolution of early vocational education in China is divided into three stages: the preliminary exploration period (1840-1904), the preliminary adjustment period (1904-1912) and the formal confirmation period (1912-1922). At the same time, the specific provisions on industrial education or vocational education in the corresponding school system are explained and expounded. In addition, based on the understanding of vocational education by famous vocational educators Huang Yanpei, Gu Shusen, Tao Xingzhi and Zou Taofen, this study sums up and summarizes the overall characteristics of early vocational education in China, which are (1) the socialization of vocational education; (2) the civilian nature of vocational education; (3) the practicality of vocational education; and (4) the cultivation of human nature of vocational education. The last part of this study is the discussion of Dewey's pragmatism, which is the ideological origin of early vocational education in China, which mainly discusses the reasons for the rise of Dewey's pragmatism in China, the main contents of Dewey's vocational education thought and the main characteristics of Dewey's vocational education thought.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G719.2

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