【作者】 王明建；

【导师】 杜成宪；

【作者基本信息】 华东师范大学 ， 教育史， 2013， 博士

【摘要】 教学内容的正确是教育活动的底线,语文教育应“教什么”的不确定是其备受争议的根源。把“教什么”理解为课程,把“课程”窄化为学科知识,再细分为本体的课程内容、横向的课程结构和纵向的课程组织,并以此作为研究的视角和对象。中国传统教育是现代语文教育的源,语文教材是语文教学的内容及其载体。把中国传统教育的课程作为语文科课程早期现代化研究的对比项,兼及课程文件关于现代化的规划与课程实践,现代化的语文科课程与其它学校课程的比较,和利用Microsoft Office Access软件创建语文课文数据库,作为主要的研究思路和方法。认同“以传统社会向现代社会转变为线索来探讨社会变化”就可以归属现代化理论的观点,晚清民国时期语文科课程的现代化本质上是中国传统非学科课程向现代学科课程的转变；动力上是迫于外力的模仿；步骤上异于内容决定形式的常识,走的是课程组织、结构的现代化在先,课程内容在后的道路；结果上表现为五方面的“囿于传统”和在三方面的“突围”。其中,“囿于传统”是指现代化的被接受凭借的是以部分中国传统教育作为论据的支持；语文科课程现代化的实践处处可见中国传统教育的运作；关于语文科课程现代化效果的评价惯于以对中国传统教育效果的想象为标尺；以对理想状态的中国传统教育的认识和态度,看待现代化的语文科课程；有中国传统教育经历和素养的师生处于这一时期语文科课程现代化实施的主体之中。也正是在这几方面的意义上,把晚清民国的语文科课程现代化称之为“早期”。“突围”是指语文科课程的现代化建设,包括了推倒中国传统语文科课程“唯一”的课程结构、“多篇”的课程组织和“经验”的课程内容,分别以“之一”、“分段”和“知识”的重建之。重建的进行,于课程结构方面是中国传统类现代化课程结构的探索为西学学科课程在中国的被接受提供了论据；教会学校良好教学效果的示范和催化,学习洋务学堂的西学课程也可获得官阶,特别是西学获得科举科目的身份,显示出官方对西学的认可,促成了语文科课程从作为中国传统教育的全部被缩减为众多课程“之一”。在西学学科课程结构的影响和比照之下,作为“之一”的语文科课程由中国传统的“专书命名课程”现代化为“学科命名课程”,但作为其课程名称之一的“国文”依旧是书名出身；由中国传统的“分进合击”现代化为“齐头并进”,然而,由于识字、写字、阅读、写作的初学难度不一而形成的彼此制约的矛盾未能解决,现代化的语文科课程实践依然有“分进合击”的时候；针对随基础教育阶段读经教学的废除而不再存在的中国传统教育“同道异课”的学程联络,语文科课程现代化重建的学程联络和设置的选修课,呈现出的是繁复且随意的“异道异课”。在课程组织方面,迫于近代学制的中小学学段设置产生的因“教”组织课程的需要,和专为学校系统编选的西学教材的催化,中国古代选本成为“专为学校系统编选”语文教材的立足点。由以“篇”改为以“册”称呼单位教材的出现,标志着语文科课程组织从中国传统的“多篇”现代化为了“分段”。为比附年级制度,“分段”样式的语文科课程把中国传统教材非专为学校系统而撰,以“碰”的方式成为学校教材与课程,现代化为制定教材编制规范和编制与年级制度相配套的教材；把中国传统课程内容从有序到无序的排列,现代化为经由课程文件的规划和教材编写的创新构建有序的课程内容。然而,较之专为学校系统所编的教材,师生更为喜欢的是专书、活叶文选一类的补充教材；课程标准的出现虽然表现出了区别课程、教材和教学的认识,但由于它制定的语文科课程内容标准的不明晰,现代语文教材的编制与中国古代选本的编制是一样的原则性规范；小学低年级的识字教材关于生字的排列与中国传统单篇识字教材一样,都不强调生字的高重复率；因为不好说那种文体或问题是易还是难,语文教材的选文排列实际上仍处于“无序”之中。在课程内容方面,科学知识型成为了现代化语文科课程的理想；“前台”化处于“后台”的中国传统语文知识,并改变中国传统课程内容“德前知后”的形态；移植西学语文知识为我所用,把中国传统课程内容“层叠累积”的生产方式,现代化为“另起炉灶”,加之替代“圈点评注”的程式化的教学方法,一起把中国传统“经验”性的课程内容现代化为了学科“知识”。其中,科学知识型课程内容的建设,把明确语文科课程的本质看作确定课程内容的前提；把观察和实验作为课程内容生产的唯一方式；采摘最新研究成果,细化课程内容生产环节等等,显示出语文科课程现代化具有科学意识的同时,也为中国传统课程发挥作用留下了空间：首先,西学语文知识与中国语文科课程的特性相关不大,且中国传统语文知识的“前台”化也仅是物理的位移。这就易于导致或者语文科课程实践仅是这一类语文知识的教学,或者语文知识被忽视,语文科课程实践继续中国传统教育的样式。其次,关于语文科课程本质的讨论并没形成一致的认识,加上参与课程内容生产人员的增多,不一致的认识就更加不一致。由此形成的语文科课程实践或者如“圈点评注”的各自为政,或者是延续百科全书式课程内容。最后,语文科课程内容的现代化虽然对新事物做了采摘,但除明显的意识形态类内容外,它并未把中国传统课程内容全都排斥出去。因为,语文科课程早期现代化没有着力于对西学学科课程和中国传统课程的转化,仅止于从“过河拆桥”到“移花接木”的现代化逻辑,生成的传统与现代性的拼接。因此,早期现代化的语文科课程总让人有低效之忧,成为总被轻视的重要课程。要命的是20世纪后期至今,虽然中国传统课程基本消失殆尽,但是该时期语文科课程的影响却与晚清民国时期一样。这说明今天的语文科课程与晚清民国时期可能存在同样的问题。好在语文科课程早期现代化为今天提供了经验和资源。如基于创造性转化理论,创建关于20世纪前期语文课文的Access数据库,统计和分析出被选用次数较多的课文,就可作为当前课程现代化的资源范围。更多还原

【Abstract】 Teaching appropriate content is the bottom line of educational activity, the uncertainty of Chinese education’s content is the root of the controversial all the time. Considering our research purpose, we construe teaching contents as the courses, and narrow the course into subject knowledge, then refine those knowledge into specific curriculum, horizontal course structure and vertical course organization. China’s traditional education is the source of the modern Chinese education, textbook is Chinese education’s content or carrier. So researchers apply Microsoft Office Access build the Chinese text database,and putting the China traditional education content as the research opposite get down to research. The research result said that identifying the direction of social change is from tradition to modern is modernization theory. Early in the20century, modernization of Chinese courses focus on imitation, in the process of implementation, taking that forming decides content is go against common sense. In the result, these are five aspects "by the way of tradition against tradition", such as the learning process of learners, Chinese curriculum modernization, the effect of modernization and people’s attitude to Chinese curriculum modernization, and quality of learners, those all based on China’s tradition education; it’s also based on the sense, early in the20century Chinese curriculum modernization is called the early. Evaluation of the effect is accustomed to the imagination of the effect of the traditional Chinese education as the scale; with the understanding and attitude to the ideal state of Chinese traditional education, look upon the modern Chinese curriculum; teachers and students who has traditional Chinese literacy and education experience are the main part of the implementation on modernization of the language curriculum. For these meanings, the modern Chinese language curriculum in early20th century is called "early stage".The launching of the "early stage", on curriculum structure, exploration of the modern ancient Chinese curriculum structure provides evidence for the acception of western course in china; church school’s demonstration of good teaching effect and catalysis; by learning western courses in Yang Wu school,people can also obtain a job of the officers; especially Western Learning as imperial subjects, showing the official recognition of Western Learning; contributed to the Chinese language curriculum’s judgment from the whole traditional Chinese education to the cut as one of many courses. In the contract and influence of Western learning curriculum structure, traditional Chinese book named as "one language curriculum courses" changes from "Books named Course" to "disciplinary named course", but, one of the courses which named "Guo Wen" comes from its title. the China traditional of "concerted attack by converging columns" achieves the modernization of "going hand in hand". Because the difficulty of start learning is varies, the mutual restraint contradiction which forms in the start learning of literacy, writing, reading, fails to be resolved. Sometimes, Chinese language curriculum practice is still "concerted attack by converging columns time". With the classics teaching of basic education stage repealed, the Chinese traditional education of "following different classes for the same purpose" is no longer exists. The modern reconstruction of Chinese curriculum program contact and setting of elective courses show the complex free of "following different classes for the different purpose".In the course of the organization, under the modern school system in primary and secondary school period, the organization course is set, because of the needs of teaching and selecting and designing Western learning materials for school. The ancient Chinese anthology is the foothold of Chinese textbooks, which specifically designed for the school system. The textbooks, from "the article" changed to "book" are emerged, which marks Chinese curriculum changing from the traditional Chinese "many" to the modernization "subsection". Being attached to the grade system,"piecewise" style Chinese curriculum is not uniquely designed for schools regarding Chinese traditional textbooks. It becomes textbooks and curriculum in the way of collision. Modernization plays an important role in the regulations of textbooks compilation and the matching materials. It arranges the content of Chinese traditional curriculum from order to disorder and creates orderly course contents for the planning of curriculum documents and textbook compilation. However, teachers and students prefer the supplementary textbooks of professional books or loose-leaf selections to the textbooks designed for school systems. Although the curriculum standard demonstrates the distinctions among curriculum, textbooks and teaching, the principles and regulations of compilation between modern and ancient Chinese textbooks because of the unclearness about curriculum content and standard. The literacy teaching materials about the arrangement of new characters in lower grades of primary school is the same as the one of traditional singular character teaching materials. They both don’t stress the high-frequency repetition of characters. That is because it is difficult to say whether it is easy or not. Therefore, the arrangement of selected texts is actually in disorder. In the aspect of curriculum content, the type of scientific knowledge has become the ideal; bring the "background" of the traditional Chinese language knowledge in the foreground, and change the form of the traditional Chinese curriculum content; Transplant western language knowledge forms, modernize the "Cascade accumulation" production mode of the traditional Chinese curriculum content into "make a fresh start", and replace "marks exegesis" stylized teaching method, together modernize Chinese traditional "experience" course content into the speakable "knowledge". The scientific and knowledge-based curriculum content revealed the scientific awareness of Chinese curriculum modernization, it also left great space for Chinese traditional curriculum. Firstly, there was little relevance between western language knowledge and Chinese curriculum. And the action that bring the "background" of the traditional Chinese language knowledge in the foreground is just the physical displacement. It would result in just teaching language knowledge or the ignorance of language knowledge. The practice of Chinese curriculum would gain the same pattern of Chinese traditional education. Secondly, the discussion on the nature of Chinese curriculum had reached no agreement. More and more people joined the team of curriculum, so there were more different views about it. Thus, the practice of Chinese curriculum results in language curriculum practice or marks commentary does thing in his own way, or extend the encyclopedic course content. Finally, the modernization of Chinese curriculum content adopted new knowledge, but it had not eliminated Chinese traditional curriculum content except ideology content.Of course, the modernization of Chinese curriculum in early period didn’t pay special attention to the transformation between the new and old content. There were two reasons, Because logically, it follows from "the kick down the ladder" to "(stealthily) substitute one thing for another". The other was the method, that was the combination of traditional and modernity. Therefore, the modernization of Chinese curriculum in early period was considered as inefficient curriculum, which was underrated as well. From the late20th century to now, the worse thing was that the traditional Chinese curriculum almost disappeared, but the effect of the Chinese curriculum was the same as the one in the early20th century. The modernization of the Chinese curriculum in the late20th century and today faced the same problem. It was lucky that the Chinese curriculum in the early20th century had offered much experiences and resources. For example, the transfer theory based on creativity, the construction of Access database about the Chinese texts in the early20th century, the Statistics and analysis of the texts which was used many times, all of them could be used for modern curriculum content.更多还原