【作者】 王小丁；

【导师】 吴洪成；

【作者基本信息】 河北大学 ， 中国教育史， 2007， 博士

【摘要】 教育是一个开放系统,任何国家的教育只有在与世界教育的交流和融合中才能开拓创新,与时俱进,具有强大的生命力。中美两国的交往可以追溯到1784年的美国商船“中国皇后号”来华。以后的46年间,中美双方在教育上的接触几乎为零。直到1830年,美国传教士裨治文受美国公理会的派遣来华,开办了中国最早的教会学校——贝满学校,拉开了中美教育关系的帷幕。传教士来华的主旨是基督征服中国,中西文化的碰撞打碎了他们的梦想。在对中国文化和教育进行了全面的分析,对传教的困惑进行了深刻的反思之后,他们转向了教育,借办学传播福音,中国教育的衰落也给传教士办学留下了地盘。中国在向西方学习的热潮中开始了艰难的教育现代化进程。双向的冲突和回应始终伴随着中美教育关系的发展。美国传教士在批判中国传统教育的基础上,掀起了办学的高潮,从19世纪60年代到20世纪初,发展成了以教会小学、教会中学、教会大学为主体的教会教育体系,它为中国教育提供了参照,特别是为中国高等教育提供了参照,司徒雷登与燕京大学就是最好的样本。但教会学校始终没能进入中国的教育体系,宗教性和教育的“话语权力”是最重要的因素。美国传教士与中国的留学教育有直接的关系,容闳就是在传教士布朗推举下于1847年1月赴美留学,中国留学史上翻开了新的一页,学成归国的容闳经过艰苦的努力和斡旋,终于促成了幼童留美,掀起了留美第一次高潮。经过约30年的沉寂之后,留美第二次高潮——庚款留美兴起,其中有较为复杂的历史原因,经过中美双方努力,按照美国的意图,终于达成协议。中国的外交官梁诚和美国总统罗斯福起了关键作用。美国对中国的“文化投资”战略初步实现,但并没出现他们所期望的结果。归国留学生把美国教育思想、大学模式与中国教育实际相结合,对中国高等教育发展做出了突出贡献,并在中国教育模式从指向日本向美国的转换过程中发挥了重要作用。中国的教育变革进一步深化还需要理论和实践的指导,以留美学生为主的中国教育界邀请杜威、孟禄等美国教育家来华,杜威通过讲演把他的实用主义教育思想体系介绍给中国,并设计了一幅以实用主义教育为底色的中国教育蓝图。孟禄通过大量的调查研究,对中国教育问题进行了“诊断”并提出了一些建设性意见。两位教育家关注的重点是中国的基础教育,对当时的学制、课程、教材、教学方法等产生了直接的影响,推动了中国的教育实验热潮,克伯屈的“设计教学法”、柏克赫斯特的“道尔顿制”、麦柯尔的教育测量等纷纷在中国展开,加快了中国教育的科学化进程。以陶行知、黄炎培、晏阳初、陈鹤琴为主的中国教育家群体,开始了中国新教育之路的探索,对杜威的实用主义教育进行了卓有成效的本土化改造,形成了具有中国特色的职业教育、生活教育、平民教育理论并成功运用于实践。胡适是中美教育关系史上的重要人物,他深受杜威实用主义教育哲学的影响,杜威教育哲学中的实用性、科学主义、思维方法等体现在他的高等教育观、文学革命等方面。他对中美教育交流起到了重要的桥梁作用。纵观中美教育关系的全过程,充满了变数、矛盾,体现出非均衡性的典型特征,这种非均衡特征正是研究中美教育关系的逻辑起点,以比较的方法,从教育的视角去研究中美教育关系,正是其价值所在。更多还原

【Abstract】 Education is an opening system. Only through exchange with worldwide education can a country’s education innovate, advance with time, and have powerful vitalities.The exchange between China and America can date back to 1784, when American merchant ship "The Empress of China" came to China. Forty years later, that was 1830, an American missionary Bridgman came to China sent by Congregationalist. He established the first school, Bridgman School, which was recognized as the beginning of Sino-U.S educational relation. The purpose to China was to conquer China by Christianity. But the crash of eastern and western culture broke their dreams. Through comprehensive analysis on Chinese culture and education, thinking over the difficulties in preaching their religion, they sought a best way to spread evangel, which was to set up missionary schools. Declination of Chinese education made space missionaries’work. In the upsurge of learning from the west, Chinese education began its modern process and self-awareness. The process was actually bidirectional impact-response model. On the basis of criticizing Chinese traditional education, American missionaries raised the climax of setting schools. From 1960’s to the early beginning of the twentieth century, they finished establishing their educational system, mainly including missionary primary school, missionary middle school and missionary colleges. It provided some mode and reference for Chinese education, especially had a lot influence on Chinese colleges. Stuart and Yenching University set a good example. However, American missionaries didn’t add their schools into Chinese educational system. Religion and educational "discourse power" was the most important factors. American missionaries had direct relations with Chinese students studying abroad. Rong Hong was recommended to study in America by Mr. Brown. This was the new page in the history of studying abroad. Through great effort and negotiation, Rong Hong realized his plan to send children to study in America that was the first climax of studying abroad. After 30 years silence, the second climax of studying abroad, Boxer Indemnity came. There were some complicated historical factors. Through hard efforts, China and America came to an agreement on the purpose of America. During the process, Chinese diplomat Liang Cheng and American president Roosevelt played crucial role. American plan "Culture Investment to China" was realized somewhat, but they didn’t get the result they had expected. The students who came back from America combined advanced educational thoughts and advanced mode of America universities with Chinese education. They devoted a lot to the development of Chinese higher education. They played a great part in the process of transferring Chinese educational mode from Japan-oriented to America-oriented. To deepen Chinese educational reform still needed some theory and practice to guide. Chinese educators, mainly the students studying in America, invited American educators John Dewey, Paul Monroe and other American educators to China. Dewey introduced his pragmatic educational thoughts to China by his speeches, and he designed a Chinese education plan based on the pragmatic education. Monroe made a "diagnosis" on the problems of Chinese education and offered a lot of constructional suggestions by much investigation. The key that two educators cared was basic education of China. They had a great influence on school system, curriculum, textbooks, teaching methods, and improved educational experiments in China. Kilpatrick’s Project method, Parkhurst’s Dalton Laboratory plan and Maccall’s Educational Measurement were widely developed. China’s educational process of science was quickened. At the same time, Chinese educationist-group headed by Tao Xingzhi, Huang Yanpei, Yan Yangchu stepped on the new exploration road of Chinese education, transformed Dewey’s pragmatic theory of education based on actual condition of Chinese education and formed the theory of professional education, the theory of life education, the theory of common people education with Chinese characteristics. They succeeded in applying them to practice. Hu Shi was a key person in the history of Sino-U.S educational relation. He was deeply affected by Dewey’s educational philosophy of pragmatism. Hu Shi’views of higher education, literary revolution embodied practicability, scientism and thinking methods of Dewey’s educational philosophy. He devoted a lot to Sino-U.S educational exchange. If we take a whole view of total process of Sino-U.S educational relation, it is full of many changing factors, contradictions and it embodies special character of non-balance. This is logic basis of research for Sino-U.S educational relation. It is of great value to study Sino-U.S educational relations by comparative methods and in the view of education.更多还原