【作者】 孙华泽；

【导师】 王确；

【作者基本信息】 东北师范大学 ， 文艺学， 2014， 博士

【摘要】 19世纪下半叶，西方科学技术和文化思想通过船舰、火炮的方式输入中国。知识分子在对传统文化体系的质疑中动摇了“忠君”“尊孔”的教育理念。作为一种特殊的认识活动，“现代文学教育”应运而生，并且见证了昔日封建制度的衰落与新生政权的确立。可以说，这是中国近代史上现代话语体系的重要组成部分，它不仅是教育制度的革新与发展，同时也是文学告别封建传统，开启具有现代性的学术机制、社会实践、文学思想、研究价值的重要过程。本文研究的“现代文学教育”是兼具现代学科性质、教育意义的审美认识活动。它是现代性发生的历史产物，藉由晚清民初中国社会巨大变动的时代，成就了“泛文学”教育走向“文学科”的多种知识结构与课程形态。一批批知识分子在内外交困的历史语境下，进一步拉近了文学与国家、民族、社会的关联，并在中与西、传统与现代思想碰撞中开启了思想解放、人格培养的现代性重构。本文通过对19世纪末到20世纪初教育制度、课程形态、文学思潮的研究，试图为“现代文学教育”由酝酿到发生，梳理出清晰的历史脉络,并以此审视现代性、文学教育、社会变革之间的复杂关系。具体为：首先，考察晚清时期与文学教育现代性萌发的相关历史事件。其次，综合影响文学教育发展的，如政治、文化、教育等诸多元素，分析这些元素与学科性质、课程形态、知识结构、价值诉求的关系。此外，整理“现代文学教育”对思想、文化、社会的再生产价值，从而对今天的文学科建设提供有益参考。本文主要分为六个部分。引言部分，主要论述了本文的选题缘起、研究现状与意义。第一部分，阐述“现代文学教育”的基本内涵与特征。主要表明这种具有现代性的文学教育是晚清民初时期教育语境内的一种审美认识活动，是符合文学发展规律的，并且受到了国家性质、社会结构、文化心理、民族传统等因素的影响。第二部分，描述“现代文学教育”走入人们视野的历史背景。晚清“西学”的入侵，传统文化价值观受到了来自外部世界的冲击，古代以经史子集、八股习文为主的“泛文学”教育受到内外的多重质疑。这种质疑既是历史的，也是现实的。通过兴新学、发展出版事业、知识分子的探索、制度学术的革新等，为“文学科”的独立，白话俗语、主权意识的普及提供了适宜空间，具有现代性的文学教育实践拉开了帷幕。第三部分，描述了民初以来历经全国性的教育制度改革之后，“现代文学教育”的基本形态。总体来说，一方面体现在文学教科书的编写上，另一方面在教育内容上表现为古典与现代的并存。这一阶段的“现代文学教育”出现了系统的白话内容与知情结合的教育意义。第四部分，是对“现代文学教育”精深化发展的考察。由于北京作为晚清民初政治、文化发展的重心，它是传统与现代多元思想矛盾与统一的集合。因而，以文学课程形态为线索，考察了北京诸多高等教育机构的文学系建设。这些院系中聚集了胡适、陈独秀、钱玄同、鲁迅、周作人等大批文人学者，他们的研究成为了文学教育现代性发生的重要动力。这群知识分子着眼于中国社会的现实窘迫，立足于文学的实用性与文学性，试图通过文学“增人感”的特性，提高国民的智识，培养全新的人格。第五部分，分析“现代文学教育”的再生产价值。通过对帝制末与世纪初知识分子心理的分析，以及他们对现代性经验获得的考量，阐释“现代文学教育”的内向与外化的两种功能诉求。结语部分，重点讨论“现代文学教育”在中国近代史上的经验与价值，以及由此引发的文学反思。更多还原

【Abstract】 In the second half of the19thcentury, western technique and cultural thought wereintroduced into China by the violence of ships and guns. The Chinese intellectuals had begunto challenge the traditional culture so that the royalism and Confucianism were shaked in theeducation system.“The modern literature education”, as a kind of special cognitive activity, itoccurrence witnessed the declining feudalism and the new regime. With Chinese’s modernsocial transformation, the occurrence and development of “the modern literature education”was not only the innovation and development of the education system, but also the importantmoment in the development of literature. It was the time for literature to say goodbye to thefeudal traditional, and to start the modern academic institutions, social practice, literaryconceptions and values.“The modern literature education”, which the paper focuses on, is a kind of aestheticactivity. And this activity combines the modern subject nature and educational significance. Itis the specific historical product of modernity that the “pan-literature” education transformsinto the knowledge structures and the curriculum form of “literature” subject, during the greatchanges in the late Qing Dynasty era. With difficulties and contradictions both in internal andexternal affairs, intellectuals try to effort the literature and the national, ethnic, social into afurther closer relationship. They opened the reconstruction of “the modern literatureeducation”, in the ideological emancipation and personality shaping, between the collision ofChinese and Western, tradition and modern ideas.By research of the educational system, curriculum form and literature thought, this papertries to make a pattern of “the modern literature education”, and to examine the complexrelationship between modernity, literature education, social transformation, during late19thand early20thcentury. First, related Qing Dynasty historical events should be collected.Second, there are several factors can be put together, such as politics, culture, and education,and analysis of the relationship between them and nature of the subject, knowledge structure.Then thinking of “the modern literature education” mechanisms inspires the development ofthe literature department.The essay is divided into six parts.The introduction is about the reason, status, and meanings.The first part expounds the basic definition of “the modern literature education”. Itmainly tells that “the modern education” has been an activity of aesthetic cognition in the lateQing and early Republic period. It is consistent with the law of development of literature, but also influenced by nature of the state, social structure, cultural psychology, ethnic and otherfactors.The second part describes about is how “the modern literature education” slipped intopeople’s view. From the late Qing Dynasty “Western learning” as an invasion, the traditionalcultural value was under onslaught of the external world, the ancient “pan-literature”education of Confucian classics and eight-legged essays was under multiple queries formhistory to reality. Through founder of school, development of the publishing, intellectualsexploration, changes of the education system, the literature should have a freedom space forthe vernacular literature and the sovereignty consciousness. In thess cases, the literaturecourse began to practice of modernity.The thierd part explains the reforming and the pattern of the education system. Therewere several forms of expression of the different stages of education. The textbook and thecontents of traditional and modern promoted the value of “the modern literature education”,meanwhile “the modern literature education” showed systematic content of vernacularlanguage, informative and emotional significance of education.The fourth part illustrates the review of profound education. As the development centerof politics and culture, Beijingthe was the anbicalent place of traditional and modern thought.By the course form, this paper examines the literature department of several institutions ofhigher education, which gathered a large number of scholars, such as HuShi, ChenDuxiu,QianXuantogn, LuXun, and ZhouZuoren in Beijing. These scholars’ study became animportant force that modern literature education occurred. They looked to Chinese socialreality distress, and based on the practicality and literary, and improved the knowledge,trained new personality by trying to increase sense.The fifth part analyzes the modern intellectuals in efforts to value the reproduction of“the modern literature education”. Through the analysis of the psychology state and thethinking of morden experience, for late Qing and early Republic of China intellectuals, thispaper will note two kinds of “the modern literature education” value demands.The last part focuses on experience and value of “the modern literature education” in themodern history of China, and reflection as well.更多还原