家庭教育现代化的启动与发展

【作者】 季瑾；

【导师】 胡金平；

【作者基本信息】 南京师范大学 ， 教育史学， 2013， 博士

【摘要】 本文是一项针对民国时期家庭教育现代化的理论发展、实施状况及其历史嬗变的研究。民国时期家庭教育整体嬗变的历史背景与动因、家庭教育理论的变革与建构、家庭教育实践的冲突与革新、家庭教育与社会外部因素之间的关系变革是本文叙述与探讨的主要论题。在此基础上,本文试图将民国家庭教育嬗变的历史过程放置在整个社会文化转型的历史图景中,将其与建立民主的民族国家以及女性教育之间的密切关联加以阐释。对该论题的研究是从家庭教育的微观视角考察整个民国时期宏观社会现代化变革的有效途径,不仅有利于推进家庭教育史学科的建设,也能在指导当下社会转型期内家庭教育实践发展的过程中发挥重要作用。民国时期家庭教育嬗变发生的历史前奏与社会背景是较为复杂与多元的,受到众多相关因素的刺激与型塑。近代以来家庭场域内发生的关系、结构等方面的现代化变革,促使家庭教育调整自我以适应新家庭的发展需要。而女性群体与儿童群体自近代以来社会地位、家庭地位的上升,对家庭教育朝着民主、平等、科学的方向发展形成了重要的推动力。在这三个主要动因的刺激下,这一时期的家庭教育启动了自身的现代化进程。家庭教育理论的变革与建构,是民国家庭教育现代化的主要表现。近代知识分子群体在深入理解西方现代社会文明的基础上,将家庭教育作为社会改造的有力阵地。他们大致按照现代教育学学科体系来构建家庭教育理论。此一时期,家庭教育的理念与目标、主体与内容、方法与原则等教育理论体系的各个要素都体现出了现代化的走向。本文按照这一学科体系系统化地展现了民国家庭教育理论构建的整体样貌,并试图在行文中勾勒出民国时期内部家庭教育的变迁脉络。家庭教育实践在理论变革的指导下,也发生了一系列变化。笔者在这部分运用了个案研究法,主要以较发达地区的城市精英阶层家庭教育实践的现实状况作为分析对象,择取具有代表性的家庭教育实践样本作为个案,展现并解读了民国时期家庭教育在传统与现代的博弈中从冲突发展到抗争继而走向裂变的历史过程。笔者分别选取了巴金先生的小说《家》和陈鹤琴先生的论著《家庭教育》为两个研究个案：前者偏重揭示传统家庭教育的痼弊及身处其中的新青年们的觉醒与抗争；后者偏重呈现现代化的家庭教育理论在家庭日常操作中逐步走向民主化、科学化的现实状态。当然,笔者所择取的家庭教育实践样本只能代表当时中国社会精英阶层的家庭教育嬗变的历史现状,尚不能完全代替整个民国家庭教育的变革。关于整个民国家庭教育实践的历史状态还有待进一步挖掘。民国家庭教育的现代化发展始终受到外部社会大环境的制约与推动。近代学校制度的建立与公共教育的推进对家庭教育的转型与变革提出了新的要求,学校教育与家庭教育之间也开始互通有无,致力于建立良好的家校合作关系。1938年国民政府首次颁布了推行家庭教育的相关法令,并又相继颁布了一系列实施办法与细则。这一官方行为推进了家庭教育的法制化进程,为家庭教育的现代化变革在国家层面提供了合法性的依据。社会研究团体也纷纷开始关注家庭教育,推动了现代家庭教育的宣传与普及。而家庭教育的国际参与与交流也得到了发展。这一系列外部因素都推进了家庭教育的现代化变革。本文认为民国家庭教育的现代化启动与发展是受到社会宏观历史变革的影响的。笔者在梳理与展现民国家庭教育嬗变的历史过程的基础上,主要借鉴与运用了民主民族主义与自由女性主义两个理论视角对其加以进一步的分析与解释。这一时期家庭教育系统化、制度化、现代化的变革关涉到的是新国民民族意识的塑造与保护,指向的是民主国家建设的历史进程。而推崇男女平等的女性教育的兴起,则为新时期塑造新母亲提供了良好的历史情境。只有接受过现代知识教育的女性,才能成为“现代性”的“贤妻良母”,继而能从现实层面为家庭教育现代性改造做出实质性的努力。总的说来,民国时期家庭教育的现代化发展,不仅摧垮了传统家庭教育的痼弊,启动了我国家庭教育民主化、科学化的进程,更为现代家庭教育的发展路径与方向奠定了基调,提供了富有价值的历史经验。更多还原

【Abstract】 This dissertation studies the theory development, the status of implementation and the historical evolution of the family education’s modernization in the Republic of China. Some issues are the main subjects that this dissertation tries to narrate and research, such as the historical background and motive factors of the evolution, the change and construction of the family education theory, the conflict and change of the family education practice, the change of the relation between the family education and the external social factors. On this basis, this dissertation tries to put the historical process of the Republic of China’s family education’s evolution into the historical prospect of the whole social culture change. It explains the close relation between the process and the constriction of democratic nation-state, and also explains the relation between the process and women’s education. The research on these issues is an effective way to study the macro social modernization in the period of the Republic of China from the perspective of family education. And it will not only advance the construction of the discipline of family education history, but also play an important role in guiding the process of the development of family education practice in the current social transformation period.The historical prelude and social background of the change of family education in the period of Republic of China were quite complex and diverse. The change was stimulated and made by many factors related with each other. The modern evolution of the relationship, structure which happened in the family field from the modern period, promoted family education to adapt to the need of the development of a new family. The women’s and children’s social status and family status had got a rise since the modern period, and this rise became an important power which could push family education into a democratic, equal, scientific development. Family education in this period started its modernization by the stimulation of the three main causes.The reformation and construction of family education theory was the main performance of the modern evolution of the Republic of China’s family education. On the basis of in-depth understanding of the western modern social culture, the modern intellectuals made family education become a powerful field of social transformation. They constructed family education theory according to the discipline system of modern science of education. In this period, various elements of education theory system showed the modern trend, such as the idea and the goal, the subjects and the content, the methods and the principles and so on. This dissertation systematically shows the whole appearance of the construction of family education theory in the Republic of China, according to this discipline system. And this dissertation also tries to outline the evolution context of the family education in the period of Republic of China in the text.The practice of family education also showed some changes under the guidance of the changing theory. The author uses the case study method in this part, and mainly studies the reality of the elite family education practice in the cities in the more developed regions as the research samples. The dissertation reflects and explains the process of the family education’s evolution from conflicts to fight, and then to fission in the games between the tradition and modernization. The author selects Mr. Ba Jin’s novel Home and Mr. Chen Heqin’s works Family Education as the two research samples:the former one can mainly reveal the deep-rooted disadvantages of the traditional family education and the awakening and struggle among the news youth; the later one can mainly show the reality of modern family education theory’s daily operation which developed gradually awards democracy, scientific trends. Of course, the two cases selected by the author can only represent the history reality of family education in the elite families in that society. They can’t completely represent the whole evolution of family education in the Republic of China, and the historical state of the family education practice in that period still needs a further exploration.The modern evolution of family education in the Republic of China was always controlled and promoted by the external social environment. The establishment of the modern school system and the promotion of the public education put forwards new requirements to the evolution of family education. And the school education and family education also began to communicate with each other in order to establish a good cooperation between schools and families. The national government issued the first regulations in order to implement family education in1938, and then issued a series of ways and rules. This official behavior promoted the legalization process of family education, and supplied legitimate basis for the family education’s modernization at the national level. The social research groups began to pay attention to family education, and they also promoted the publicity and popularization of modern family education. At the same time, the international participation and communication of family education also got development. This series of external factors all promoted the modern evolution of family education. This dissertation provides that the modern beginning and development history of family education was affected by the social macro historical evolution. Based on the analysis and show of its evolution history, the author mainly references and uses the democracy nationalism perspective and liberal feminism perspective to analyze and explain the evolution. During this period, the family education’s systematic, modern evolution involved the creation and protection of the new national consciousness, and it pointed to the historical process of the construction of democracy. The rise of women’s education which respected the equality between men and women provided a good historical context for the new mother’s creation in the new period. Only those women who had accepted modern education could become a good modern understanding wife and loving mother, and then they could make efforts for the modernization of family education from the reality level.Generally speaking, the process of family education’s modernization in the Republic of China, not only destroyed the traditional family education’s disadvantages and started our national family education’s democratization and scientific process, but also could set the tone for the development path and direction of modern family education and provide valuable historical experience.更多还原