清代河南学校教育发展的时空差异与成因分析

发布时间：2018-06-22 13:36

本文选题：清代 + 河南　；参考：《陕西师范大学》2007年博士论文

【摘要】： 教育是社会的一项基础性事业，接受教育的经历是大多数人人生的重要阶段和发展基础。教育发展的时空差异对区域社会的变迁影响深远。作为连接古代与近代的重要阶段——清代更是如此。而清代的河南地区是一个既不像江浙湖广那样发达，也不像云贵蒙藏那样落后的中层省份，它的社会特点在一定程度上代表了中国大多数地区的社会特点。选择教育的综合载体——学校为对象，对清代河南教育发展的时空差异及影响因素进行深入探讨，不仅具有更大的普遍意义，而且可以为深入理解教育与区域社会的关系奠定坚实的基础。本文的研究共分三个部分：第一部分即第一章绪论，通过对选题的简要分析和研究现状的深入总结，提出了本文的研究思路。虽然教育是社会生活的重要方面，但前人对此问题的研究，或限于制度文本，如教育史学界；或关注相对较少，如历史地理学界。而且涉及的研究大多选择科举人才特别是进士人数作为考察区域教育发展水平的依据，存在着一定的不足。本文认为，教育存在两个系统：培养系统和选拔系统，学校作为教育活动的综合载体，隶属培养系统，是教育的本质系统和基础系统。而人才只是教育选拔的结果，是教育效果的体现。选择学校的数量分布及其所能提供的教育总量对清代河南教育的地域差异及其影响因素进行分析，不但更加接近教育发展的实际，而且有助于丰富和完善区域教育和历史地理研究的内容和范围。第二部分即主体部分，包括第二到第五章，分别探讨了清代河南教育发展的背景、过程、时空差异及影响因素。清代河南社会的特点即其教育发展的背景，第二章即介绍了清代河南教育发展的自然和社会背景。包括特殊的自然条件与频繁的水旱灾害、稳定的行政区划和完备的科举制度、繁忙的社会生产与落后的生产方式、动荡的社会局势和贫困的农民生活等等，种种背景都直接或间接地影响了各地各级教育发展的环境和条件。在这一背景下，清代河南的教育走过了自己的发展历程，第三章通过对此过程的整体考察，，发现其大致经历了三个阶段：传统教育体系的建立与发展(1644--1795)、传统教育体系的衰败与重创(1796--1899)、新教育的萌芽与确立(1900--1911)。传统教育体系包括各级儒学、社学、义学、私塾、书院等。新教育体系包括普通、师范等各类新式学堂。顺治初到乾隆末传统教育体系逐步建立和发展。嘉庆以后，各类传统学校逐渐衰败，咸同时期遭受重创，同光之际又得以恢复苟延。光绪末年直至清亡，在传统教育的改良过程中，新式教育逐渐萌芽并最终草草确立。传统教育的垂而不死和新式教育的迟迟萌芽充分反映了清代河南教育的封建、保守与滞后。与此同时，清代河南教育的发展呈现出了明显的时空差异。第四章便以各类学校为例分析了这一差异。特别是各类学校数量上的时空分布和程度上的发展差异。在嘉庆25年行政区划的基础上，通过广泛搜集资料，采用合理标准，对各类传统学校和新式学堂进行了数量和存续时间等数据的统计，并在这些统计的基础上，运用数理方法，揭示了各类学校的时空分布特征，评估了各类学校的地域发展差异。具体来说，儒学依政区而置，时空分布与政区的调整息息相关。发展差异缺乏考察途经，由入学机会看，卫辉、陕州等地较大。义学的普及程度高于社学，虽然都是初级学校，但由于性质的些微差异，时空分布和发展差异各不相同。书院的设置时间上集中于康熙中期和乾隆初期，地域上集中于开封、河南两府。而由人均书院教育供给量的比较可知两地也是书院普及程度较高的地区。新式学堂中普通学堂特别是中小学堂的设置初具规模，具备比较分析各地发展差异的基础条件。中学堂各地设置数目差别不大，但发展差异明显。南阳、开封、怀庆等府中学教育发展良好，其余诸府相对较差。小学堂集中设于开封、怀庆、河南、光州等地，普及程度与数量分布基本一致。由于书院和小学堂在新旧教育中的重要地位和因缘关系，其时空分布和发展差异基本代表了新旧教育的相应特征。第五章探讨了影响各类学校时空分布和发展差异的宏观和微观因素。宏观因素主要有自然、政治、经济、文化等条件，微观因素主要有地方官的兴学热情及个别人物或学校的示范效应等方面。自然环境通过地形地貌和对人口、经济的制约直接或间接影响学校的分布和发展。政治条件通过文教政策、政治地位、社会局势等种种方面影响各类学校的集中倾向和发展势头。而地区经济发展水平、学校自身经费充裕情况、区域传统经济结构等经济条件决定着学校系统的存在基础、持续能力和结构类型。此外学术活动和传统习俗等文化要素对学校的分布和发展也有一定影响。各种因素发挥作用的范围和限度不尽一致，清代河南教育发展的时空差异正是区域社会的宏观环境和微观环境综合作用的结果。第三部分即第六章结语，总体概括了清代河南教育发展的地域特征及其对当前教育改革的启示。这些特征包括：其发展具有明显的阶段性和突出的地域性、不同地区新旧教育的发展具有不同的一致性和一定的错位性、各类学校分布差异与发展差异的一致程度与人口因素密切相关、区域社会条件的差异是学校分布不均和地区失衡的根本原因等。
[Abstract]:Education is a basic cause of society, and the experience of receiving education is the important stage and development foundation of most people's life. The spatial and temporal differences of educational development have a profound influence on the changes of the regional society. As an important stage linking ancient and modern times - the Qing Dynasty is more so. And the Henan area of the Qing Dynasty is not only like the Jiangsu and Zhejiang lakes and the lakes. It is not as developed as the middle level provinces that are as backward as cloud and precious Mongolia, and its social characteristics represent the social characteristics of most parts of China. The choice of the comprehensive carrier of education, the school as the object, has a more general idea on the spatial and temporal differences and influence factors of the development of education in Henan in the Qing Dynasty. It can also lay a solid foundation for in-depth understanding of the relationship between education and regional society.
The study of this article is divided into three parts:
In the first part, the first chapter is the introduction. Through the brief analysis of the topic and the in-depth summary of the research status, the research ideas of this article are put forward. Although education is an important aspect of social life, the previous research on this issue, or limited to institutional texts, such as educational history, or less attention, such as historical geography. Most of the studies have chosen the scientific and technical personnel, especially the number of scholars, as the basis for the study of the level of regional education development, and there are some shortcomings. This paper holds that there are two systems in Education: the training system and the selection system, the school as a comprehensive carrier of educational activities, and the subordination of the training system, which is the essential system and basic system of education. Only the result of educational selection is the embodiment of the effect of education. The selection of the distribution of the number of schools and the total amount of education they can provide to the regional differences in Henan education in the Qing Dynasty and its influencing factors are not only closer to the reality of educational development, but also help to enrich and improve the content and model of the study of regional education and historical geography. Circumference.
The second part, the main part, including the second to fifth chapters, discusses the background of the development of education in Henan in the Qing Dynasty, the process, the difference in time and space and the influencing factors. The characteristics of the Henan society in the Qing Dynasty are the background of its educational development, and the second chapter introduces the self and social background of the development of education in Henan in the Qing Dynasty, including the special natural conditions and frequent conditions. The water and drought disasters, the stable administrative division and the complete imperial examination system, the busy social production and the backward production mode, the turbulent social situation and the poor farmers' life, etc. all kinds of backgrounds have directly or indirectly influenced the environment and conditions of the educational development at all levels in all levels. In this context, the education of Henan in the Qing Dynasty has gone through itself. The third chapter, through the overall investigation of the process, finds that it has roughly experienced three stages: the establishment and development of the traditional education system (1644--1795), the decline and the heavy damage of the traditional education system (1796--1899), the bud and the establishment of the new education (1900--1911). The new education system, such as the new education system, was established and developed gradually from the beginning of Shunzhi to the end of the Emperor Qianlong. After the Jiaqing, various traditional schools were gradually declining, the salty same period was severely damaged, and the time of the same light was restored. In the Qing Dynasty, the feudal, conservative, and lagging of the education of Henan in the Qing Dynasty was fully reflected in the slow germination of traditional education and the slow germination of new education.
At the same time, the development of education in Henan in the Qing Dynasty showed obvious space-time differences. The fourth chapter took various schools as an example to analyze the difference. In particular, the spatial and temporal distribution and the degree of development in the number of schools were different. On the basis of the 25 year administrative division of Jiaqing, through the extensive collection of data and the use of reasonable standards, various kinds of biography were adopted. On the basis of the statistics, the statistics of the quantity and duration of the data are carried out by the school and the new school. On the basis of these statistics, the spatial and temporal distribution characteristics of various schools are revealed and the differences in the regional development of various schools are evaluated. In particular, the Confucianism is placed in the political area, and the spatial and temporal distribution is closely related to the adjustment of the political area. Lack of inspection route, from the entrance opportunity, Weihui, Shaanxi Province and other places are larger. The popularization of Yi science is higher than the social science, although it is primary school, but because of the small difference in nature, the spatial and temporal distribution and development difference are different. The setting time of the Academy is concentrated in the middle of Kangxi and the early Qianlong period, and the region is concentrated in Kaifeng and Henan two. The comparison of the supply of per capita school education can be seen in the areas with higher popularity of the academies. In the new school, the general schools, especially the small and medium schools, have the initial scale, and the basic conditions for the comparative analysis of the differences in the development are comparatively analyzed. There are little differences in the number of local schools in the schools, but the differences in development are obvious. Nanyang, Kaifeng, Huai Qing and other governments Middle school education has developed well and the rest of the government is relatively poor. Small schools are mainly located in Kaifeng, Huai Qing, Henan, Kwangju and other places. The popularization and the quantity distribution are basically the same. Due to the important status and the relationship of the academy and the small school in the old and new education, the spatial and temporal distribution and the difference of the development represent the corresponding characteristics of the new and old education.
The fifth chapter discusses the macro and micro factors affecting the spatial and temporal distribution and development differences of various schools. The macro factors mainly include natural, political, economic and cultural conditions. The micro factors mainly include the enthusiasm of the local officials and the demonstration effects of individual characters or schools. The natural environment is restricted by the topography and the population and the economic constraints. It affects the distribution and development of schools directly or indirectly. The political conditions affect the centralization and development of various schools through various aspects, such as the cultural and educational policies, political status and social situation. The economic conditions of the regional economic development, the abundant financial conditions of the school itself, the regional traditional economic structure and other economic conditions determine the existence basis of the school system. In addition, cultural elements such as academic activities and traditional customs have a certain influence on the distribution and development of schools. The scope and limits of various factors play an unanimous role. The spatial and temporal differences in the development of education in Henan in the Qing Dynasty are the result of the comprehensive role of the macro and micro environment of the regional society.
The third part, the conclusion of the sixth chapter, summarizes the regional characteristics of the development of education in Henan in the Qing Dynasty and Its Enlightenment to the current education reform. These features include: its development has obvious stages and prominent regional characteristics, and the development of new and old education in different regions has different character and certain dislocation, and the distribution of various schools is poor. The degree of consistency between differences and development differences is closely related to population factors. The difference of regional social conditions is the root cause of uneven distribution of schools and regional imbalance.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：K249;G529

【引证文献】