晚清历史教育思想变革研究（1902—1912）

发布时间：2018-06-01 13:42

本文选题：清末新政 + 历史教育　；参考：《河南师范大学》2016年硕士论文

【摘要】：历史教育最早可以追溯到人类的产生,可说是其它教育的母体,历史教育的产生、发展和演变与中国社会发展息息相关。经历原始社会的共同普及氏族教育,奴隶制社会的礼乐宗法教育到封建社会的保守育民愚民教育,历史教育思想也不断发生变化。中国社会在接受了西方炮火和文明的洗礼后,中国的历史教育开始与近代化世界接轨。戊戌变法作为资产阶级民主主义的运动打破了传统封建思想的壁垒,清末新政继续的思想解放让数千年的封建城堡摇摇欲坠,辛亥革命用民主共和的大手将其推翻。历史教育在国民素质,探索社会发展规律,指导社会实践方面反应了社会改革的思想和方向。中国古代的历史教育经过数千年的发展,逐渐形成一套完善的历史教育体系。这种教育与社会经济发展和国家统治阶层的意识形态分不开。原始社会历史教育开始萌芽,夏商周时期奠定了历史教育的礼乐核心,步入到封建社会,中国社会的历史教育形成以儒学为中心的经史教育。学校和社会的历史教育依托传统史学的发展,丰富历史教育的内容和形式。古代历史教育在科举制开创后成为学子取仕的附庸。传统的历史教育思想经历了明人伦、敦教化的过程。传统历史教育思想在清中期以后发展变化。由于资本主义的入侵和西方文明的传入,清王朝开始内部实行教育变革。洋务运动兴办新式学堂,戊戌变法后引进西方的教育进化论观点,清末新政进行制度改革。从器物到思想,从显性到隐性,晚清历史教育跟随国家的变化在探索出路。晚清十年作为新旧历史教育思想激烈碰撞期,提出的历史教育思想即忠君爱国,尊孔重古,尚公明理,保国尚武,导行实益在整个教育改革中涉猎广泛,影响范围巨大。西学东渐思潮兴起。历史教育体现在政府法令、历史教科书,乡土教材,期刊报纸等各方面,在封建思想的桎梏中探索新时期历史教育方向和价值。晚清十年作为新旧历史教育思想激烈碰撞期,其思想主张带有强烈的时代意义,其体现的民族意识和国家意识是社会进步的表现,顺应了社会变迁和国家发展的需要,符合普通大众基本知识追求和新知的需要。晚清的假维新真改革的十年解放了封建历史教育思想。近代最初的历史教育改革和思想对全球化教育普遍开展的今日有着借鉴意义和民族国家历史教育的思考。
[Abstract]:History education can be traced back to the birth of human being and can be said to be the mother of other education. The emergence, development and evolution of history education are closely related to the development of Chinese society. Through the common popularization of clan education in primitive society, the education of ritual and patriarchal clan in slavery society, and the conservative education of educating the people in feudal society, the thought of historical education also changed constantly. After receiving the western fire and the baptism of civilization, Chinese history education began to connect with the modern world. The Reform Movement of 1898, as a bourgeois democratic movement, broke the barrier of the traditional feudal thought. The ideological liberation continued by the New deal in the late Qing Dynasty made the feudal castle of thousands of years crumble, and the Revolution of 1911 overthrew it with the great hand of a democratic republic. History education reflects the thought and direction of social reform in the aspects of national quality, exploring the law of social development and guiding social practice. After thousands of years of development, the history education in ancient China gradually formed a set of perfect history education system. This kind of education is inseparable from social and economic development and the ideology of the ruling class of the country. The history education of primitive society began to sprout. During the Xia, Shang and Zhou dynasties, the core of the history education was laid down, and into the feudal society, the history education of the Chinese society formed the Confucian centered Confucian classics history education. The history education of school and society depends on the development of traditional historiography and enriches the content and form of history education. The ancient history education became the vassal of the scholar after the imperial examination system. The traditional thought of history education has experienced the process of moral education in Ming Dynasty. The traditional history education thought developed and changed after the middle period of Qing Dynasty. Due to the invasion of capitalism and the introduction of Western civilization, the Qing Dynasty began to carry out educational reform. The Westernization Movement established a new school, introduced the western view of educational evolution after the Reform Movement of 1898, and reformed the system of the New deal in the late Qing Dynasty. From artifacts to ideas, from overt to recessive, the history education of the late Qing Dynasty followed the changes of the country to explore the way out. The ten years of the late Qing Dynasty, as a period of fierce collision between the old and the new historical education thoughts, put forward the historical education thoughts, that is, loyalty to the emperor and patriotism, respect for the Confucius and ancient times, justice and reason, protection of the country and martial arts, and the guidance and practical benefits in the whole education reform, with a wide range of influence. The trend of thought on the eastward spread of western learning rose. History education is embodied in government decrees, history textbooks, local textbooks, periodicals and newspapers, and explores the orientation and value of history education in the new period in the shackles of feudal thought. The ten years of the late Qing Dynasty, as a period of fierce collision between the old and the new historical education thoughts, had strong significance of the times. The national consciousness and the national consciousness embodied in the late Qing Dynasty were the manifestations of social progress and complied with the needs of social changes and national development. In line with the basic knowledge of the general public and the needs of new knowledge. In the late Qing Dynasty, the idea of feudal history education was liberated during the ten years of reform. The initial reform and thought of history education in modern times have reference significance to the universal development of globalization education and the thinking of history education in national countries.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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