洋务运动教育改革与明治维新教育改革比较研究

发布时间：2018-06-07 08:05

本文选题：洋务运动 + 明治维新　；参考：《河北大学》2011年博士论文

【摘要】：19世纪60年代至90年代对中国和日本来说，都是影响近现代历史进程的关键时期。许多的历史学家都在总结和反思：为什么日本成功而中国失败？这一话题无论在中国还是在日本甚至在西方，都在不断地争论和探讨。研究洋务运动教育改革，对理解中国近代教育史意义重大；研究明治维新教育改革，对理解日本教育史更是不可逾越的节点。而对比洋务运动教育改革与明治维新教育改革在近代中日社会文明进程中的异同，找出双方的成功与失误之处，其意义更比单纯研究洋务运动教育改革或明治维新教育改革重要得多。这正是本文选取洋务运动时期与明治维新时期中日两国教育进行比较研究的出发点。本文共分五大部分。第一部分是改革背景比较。对中日面临的国际环境、社会条件和教育基础三个方面进行了比较。在国际环境方面，中国受到的压力远比日本强烈；在社会条件方面，两国知识分子都希望变革，但日本的社会条件要优于中国；在教育基础方面，日本的教育发展程度要好于中国。第二部分是改革目的比较。两国的改革都是为了救亡图存和富国强兵，但中国的洋务教育事业仅是为了培养洋务事业所需要的人才，主要是翻译人才和军事科技人才，是为了维护清王朝的封建统治；而日本的明治维新教育改革是资产阶级性质的改革，目标是培养文明之国民，建设资本主义国家。第三部分是改革指导思想比较。两国在改革中都注意对传统文化道德的继承，但洋务教育遵循的是“中学为体、西学为用”的指导思想，向西方学习的只是它的科学技术；明治维新教育改革是全面向西方学习，遵循的是“和魂洋才”的指导思想，在思想、制度、方法等方面广泛吸收欧美的教育成果，以实现文明开化这一维新目标。第四部分是改革措施与成效比较。洋务教育是开明官僚举办，没有形成国策，只是在新式学校和留学教育方面取得进展；而明治维新教育改革是日本全国在办，是国家意志，有比较完备的教育法律体系，建立了近代教育体系，在深层次上学习借鉴了西方的近代教育理论，初步形成了日本教育思想体系。第五部分是结语。总结了洋务运动和明治维新在近代教育改革中的经验和教训，对当前我国教育改革和发展提出了五个方面的建议：一是必须加强顶层设计，二是教育改革必须与其他改革配套推进，三是深刻认识教育对落后国家追赶先进国家的战略作用，四是抛弃以自我为中心的文化教育观，五是发展教育要遵循教育规律，，急不得更等不得。
[Abstract]:For both China and Japan in the 1960s and 1990s , many historians are summing up and rethinking : why Japan is successful and China fails ? The topic is constantly debated and explored in China or in Japan and even in the West .

The study of the reform of the education of ocean affairs is of great significance to the understanding of the history of modern Chinese education ;
It is more important to understand the differences between the reform of the education of foreign affairs and the reform of the new educational reform in the process of modern Chinese and Japanese social civilization , and to find out the successes and mistakes of both sides . This is the starting point for the comparative study between the two countries ' education in the period of foreign affairs and the new period of the Meiji Restoration .

This article is divided into five parts . The first part is the comparison of the reform background . The international environment , social conditions and education foundation faced by China and Japan are compared . In the international environment , the pressure in China is much stronger than that of Japan ;
In terms of social conditions , both Chinese intellectuals want to change , but Japan ' s social conditions are better than China ;
On the basis of education , Japan ' s educational development is better than that of China . The second part is to compare the purpose of reform . The reform of the two countries is for the sake of saving the picture and the rich , but China ' s foreign education career is only for the cultivation of the talents needed for the ocean affairs , mainly the translation talents and military science and technology talents , so as to safeguard the feudal rule of the Qing Dynasty ;
The reform of the new educational reform in Japan is the reform of the nature of the bourgeoisie , the goal is to train the people of civilization and to construct the capitalist countries . The third part is the comparison of the reform guiding ideology . Both countries pay attention to the inheritance of the traditional culture morality in the reform . However , the foreign affairs education follows the guiding ideology of " middle school as a body and western learning " , which is only its science and technology .
The reform of the new educational reform is to learn from the west in a comprehensive way , followed by the guiding ideology of " the spirit of soul and soul " , and widely absorbed the educational achievements of the United States and America in the aspects of thought , system and method , so as to realize the goal of civilized opening . The fourth part is the comparison of reform measures and results .
The reform of the new educational system is the national will , the national will , the comparatively complete education legal system , the establishment of the modern education system , the deep level learning to learn from the modern educational theory of the West , the first formation of the Japanese educational thought system . The fifth part is the conclusion .
【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：K256;K313;G519

【参考文献】