【作者】 郭丽；

【导师】 卢盛江；

【作者基本信息】 南开大学 ， 中国古代文学， 2012， 博士

【摘要】 本文的研究对象为唐代教育与文学的关系。在唐代，教育和文学均处于昌盛发达时期，教育以或隐或显的方式作用于文人知识结构的形成和文学素养的提高，是他们具备文学创作能力的必要前提，因而也是影响唐代文学繁荣发展的重要一极。第一章，唐代教育资源社会化与文人群体的扩大。在教育制度方面，唐代有中央和地方的两级官学制以及合法化和多样化的私学。与此同时，唐代具备有利的政治、经济和文化条件。教育制度与这些因素共同作用，促成了唐代教育资源的社会化，其显著表现是教育受众的增加和教育普及面的扩大，这是导致唐代文人群体扩大的重要成因。第二章，唐代教育思想与文人及文学。尊圣崇儒是唐代的基本教育思想，唐初这一思想的提出强化了部分士人的社会责任感和儒道自任意识，加剧了其人生矛盾，使他们的作品充满张力。高宗后期和武后时期，由于政治统治的需要，尊圣崇儒教育思想被有意淡化，官僚系统对人才的需求使教育与仕进紧密结合，教育思想中功利的一面尤为凸显，这对文人进取意识的强化产生了一定影响。盛唐社会环境的改善促进了教育的进一步发展，但教育培养的人才数量较多，社会能吸纳的人才相对较少，教育培养的人才多为礼乐之士，官僚系统更需要吏能之士，教育思想和教育结果与社会实际需要之间产生了矛盾。士人的人生理想和实际遭遇因为这些矛盾出现错位，在文学创作中表现出复杂的心态。中晚唐士人从科举与教育关系的角度对教育进行了反思，这些反思在一定程度上丰富了唐代教育思想，但所提出的改革策略很难实施，只是更进一步明确了中晚唐教育的困境。复古思潮中复兴“师道”的思想，是这种反思的延续，它力图发掘教育传承儒家道统的独立价值，这在一定程度上淡化了知识阶层对唐王朝的心理认同。儒道传承的落空以及对政权认同的淡化使知识分子进退失据，在文学作品中表现出无所依凭的游移心态。第三章，唐代经学教育对文学的影响。唐代经学教育有完整的体系。太宗时期和高宗前期，官方经学教材《五经正义》的编纂使经学简化，教材统一，加以科举试帖经的要求，使得章句成为记诵对象，儒家经典作为语言和典故材料融入文人的知识储备库从而进入了他们的文学创作。盛唐时期经学教育偏重于《孝经》，强调伦理，这与此一时期雅正雄浑的文学风格的形成有一定关联。安史乱后经学教育重心下移，由中央官学主导转而为私学中士人主导，这带动了士人在社会思想和文化领域中主体意识的增强，从而使用以表达士人在社会思想领域探索的诗文中文与道的关系进一步密切，同时为诗为文努力创新，很少蹈袭前人。第四章，唐代文学教育与文学的发展。唐代文学教育的兴起有这一时期独有的成因，唐前文学在形式和技巧上的发展、唐代好文风尚的浸染以及科举取士重文学的刺激都是重要因素。唐代文学教育的主要内容是类书、《文选》和诗格等，文学教育的具体活动就是依托于这些文学教育内容传承文学知识和创作经验，它具有从语言材料到声律规则再到技巧门径的明显上升的层次性，这导致在文学教育和学习方式上也体现出从阅读积累到模仿熟练再到体会感悟的逐级提高的过程。唐代文学教育的内容在唐人的创作中留下了较为鲜明的印迹，在内容的借鉴、题材的取资、典故的吸纳、对偶的采用方面最为明显。第五章，唐代童蒙教育与儿童诗。唐代之所以出现众多杰出的文学家，与他们自幼接受过良好教育密不可分。本章从考察唐代有代表性的三部蒙书——《蒙求》、《太公家教》和《兔园策府》入手探讨唐代蒙书与童蒙教育的关系，并进而对中原内地和敦煌地区这两大童蒙教育版块从教育内容、教育途径和教育者三方面进行比较，在此基础上分析两地迥然有别的童蒙教育使他们各自的诗歌创作所发生的构思上的精巧与随意，题材上的狭窄与丰富，语言上的文雅与通俗，表现手法上的多样与单一的变化。第六章，唐代女性教育与女性的文学活动。唐代教育的普及使女性成为受教育群体的一部分。本章从唐代现存两部女教书——《女孝经》和《女论语》切入，藉以考察唐代女性教育的内容以及不同的教育内容对女性诗歌创作的影响。诗歌教育的特有方式和女红教育的共同作用，使女性诗歌中出现了与之相应的仿作和女性书写特质；经史教育之于女性创作最显著的影响是女性诗歌中经史语典的大量化用；道德礼法是唐代女性最重要的教育内容，这表现在道德礼法内容在她们的诗歌中频繁出现。唐代女性受教育的成效，除表现在诗歌创作上之外，妓女传唱和寡母教孤也是两种与唐代文学密切相关的展示方式。第七章，唐代留学生教育与留学生群体的文化作用。唐代教育具有鲜明的开放性特征，接收留学生是其最显著的表现。与此相适应，唐代也形成了成熟完备的留学生管理制度。唐代特设宾贡科以满足留学生在唐及第的愿望，对于宾贡及第的留学生，在管理上也给予了很大的宽松度。留学生在唐期间与唐代文人多有诗歌交往，这不仅密切了唐王朝与周边国家的友好关系，而且对双方的文学创作也产生了积极影响。留学生群体的文化作用主要表现在本国教育体制构建和汉文学发展两个领域。第八章，书院初兴与中晚唐士人转型及儒学复兴。“书院”之名最早出现于唐高祖武德年间。从藏书、授徒和地点三个方面考察，真正具有教育性质的书院实源于山林寺院。唐五代书院主要由地方士人和地方家族创办，这折射出唐五代时期士从世家大族向地方士人转型的特征。此外，唐五代书院还初步表现出与当时学术思想潮流的密切关联。习业书院的士人习古文，读经典，又不限于章句，自觉阐发儒经精义以求救世治乱，这既凸显了儒家士人主体意识的增强和强烈的拯时淑世精神，也反映出崛起于书院的地方士人受到了当时儒学复兴这一时代新风气的影响。更多还原

【Abstract】 This study focuses on the relation between education and literature of TangDynasty. In Tang Dynasty, education and literature both in the prosperous period.Education either explicitly or implicitly way of acting on the formation of knowledgestructure of the literati and to improve their literary taste, it is the necessary premiseof literary creation ability, and also the important pole that affect the prosperity anddevelopment of the literature in Tang Dynasty.The first chapter, the socialization of education resource and the expansion of theliterati group in Tang Dynasty. In the education system, Tang Dynasty has the centraland local two levels system and legalization and diversification of private education.At the same time, Tang Dynasty has favorable political, economic and culturalconditions. These factors and the education system both contributed to the educationresource socialization, its outstanding performance are the increased of the educatedand the expansion of the educational popularization, which are the result of theexpansion of the literati group in Tang Dynasty.The second chapter, the relation between education thought and the literati andliterature. Statue of saint worship was the basic education thought, this thoughtreinforce some literati’s sense of social responsibility and consciousness ofConfucianism, aggravate the contradictions of their life, so that their works were fullof tension. The late of Gao Zong and Wu Zhou period, due to the political dominationneed, statue of saint worship education thought is intended desalt, the bureaucraticsystem of the demand to the talent made education and official closely combined,education utilitarian side was highlighted particularly, this produced certain effect onthe strengthening of literati’s enterprising spirit.The improvement of socialenvironment in Sheng Tang to promote the further development of education, but theeducated was more, the society can absorb talent was relatively less,the talentseducation training of scholars, but bureaucratic system needs more.There was aparadox among education ideas, education practice, education results and thepractical needs of society. The third chapter, the education of Confucian classics in Tang Dynasty and itsinfluence on literature. The education of Confucian classics in Tang Dynasty has thecomplete system. Tai Zong period and the early of Gao Zong period, the compilationof school teaching material Wu Jing Zheng Yi simplified the Confucian classics andunified the teaching materials, to the requirement of the imperial examination, makevocabulary become the memorizing object, the Confucian classics as the languageand allusions materials into literati’s knowledge reserve and then enter their literarycreation. The education of Confucian classics in Sheng Tang period was emphasis onXiao Jing and ethical education, it has certain correlation of the formation of theliterary style in this period. After the arbitrary of An and Shi, the center of gravity ofthe education of Confucian classics moved down, leading by the state governmenteducation changed to leading by the literati in private education. This led to theenhancement of scholars’ subject consciousness in social thought and cultural fields,the connection between Wen and Dao in the poems which use to express their ideas insocial exploration was closed. At the same time, they strived to innovate their poemsand articles, rarely slavishly follow their predecessors.The fourth chapter, the literature education and literature development in TangDynasty. The prosperous of literature education in this period has its unique reasons.Literature development in form and skill before Tang Dynasty, the fashion of favorliterature in the society, imperial examination literary stimuli were all importantfactors. The main content of literature education were Lei book, Wen Xuan and thebooks of poetic style and so on. Literature education was based on the specificactivity of these contents inheritance the literature of knowledge and the experienceof creation. It has a significantly increased level which from the language material tothe rhythmic rules and skills, this resulted in the literature education and learningstyle was also reflected from the accumulation of reading to mimic the skills toappreciate sentiment by improving process. Literature education of Tang Dynasty leftrelatively distinct imprinting in the literati’s literature creation, in the contentreference, subject to obtain funding, allusions to absorb, dual aspect adoption tracesthe most obvious.The fifth chapter, children’s enlightenment education and children’s poems in Tang Dynasty. There were so many distinguished writers emerged in Tang Dynasty,because they have received a good education in their childhood. This chapterexamines three representative children enlightenment education books——Meng Qiu,Tai Gong Jia Jiao and Tu Yuan Ce Fu to explores the relationship between thesebooks and children’s enlightenment education. And then to compare china mainlandand Dun Huang regions of the two children’s enlightenment education section whichfrom education content, education way and educator. On the basis of analysis of thetwo different definitions of children education so that their respective poems occurredsome changes, such as elegance and random on ideas, narrow and rich on subjectmatter, elegant and popular on language, variety and single on style.The sixth chapter, women’s education and women’s literary activities.Thespread of education in Tang Dynasty make women become part of the educated group.This chapter entered from two existing female teaching books——Nv Xiao Jing andNv Lun Yu, which inspects female educational content and the influence created fromdifferent education content of female. Moral content was the most important contentof women’s education in Tang Dynasty, this demonstrated in their poetry was moralcontent frequently appeared. Poetry education and manual education together madefemale poems appeared in the pastiche and female writing characteristics. The mostsignificant effect of history and classic education was many history and classiclanguage used in women’s poems.the effectiveness of the education of women inTang Dynasty, in addition to the performance of poetry writing, prostitutes sung, andthe widowed mother taught solitary also the two presentation were closely related tothe literature of Tang Dynasty.The seventh chapter, international students’ education of Tang Dynasty and thecultural role of the international student groups. In Tang Dynasty, education hasdistinctive characteristics of openness, the international students receive was the mostsignificant performance. To adapt, Tang Dynasty has a mature and completeinternational student management system. It set up Bin Gong to meet the internationalstudents’ desire of passing the imperial examinations and gave a lot of loose in themanagement of international students that passed the examination. Internationalstudents have many literary contacts with the literati in Tang Dynasty, this was not only closed the friendly relationship between Tang Dynasty and neighboringcountries, but also had a positive impact on both sides of the literary creation. Thecultural role of the international students groups mainly in two areas, one was in theirnational education system building, the other was in development of Chineseliterature in their countries.The eighth chapter, academy in Tang Dynasty and the literati in transition oflate period of Tang Dynasty and the revival of Confucianism. The name of“academy” first appeared in Gao Zu period. From the three aspects of the books,education and place of inspection, truly academy has the educational nature real fromthe mountains and temples. The academies in Tang Dynasty were mainly founded bylocal literati and local families, which reflected the characteristics of literati fromaristocratic families in the transition to the local literati in Tang Dynasty. In addition,Academies preliminary demonstrated closely associated with academic trend at thattime. The literati learning in academies were learning and reading the classics, butthey not limited to literal words. Furthermore, they consciously elucidated the essenceof the Confucian Classics in order to save the world, which also highlighted theConfucian literati subject consciousness of righteous spirit and reflected the localliterati’s rise in the academies by the impact of the new culture of this era of therevival of Confucianism.更多还原