【作者】 汪楚雄；

【导师】 周洪宇；

【作者基本信息】 华中师范大学 ， 教育史， 2009， 博士

【摘要】 中国新教育运动是民国北洋政府时期和国民政府初期(1912—1930)由蔡元培、黄炎培、郭秉文、蒋梦麟、陶行知、胡适等留学欧美的新教育家群体为主导,由众多一线教师和国外教育专家积极参与,以民间教育力量为主体,以实用主义教育哲学为理论基础,以提倡和实践教育民主化、科学化、国际化和本土化为基本内容,包含众多专门化教育运动的资本主义性质的教育现代化改革运动。中国新教育运动的改革对象是中西传统教育,改革目标是建设与中国国情相适应的现代资本主义新教育。在性质上,它既不同于清末曾国藩、李鸿章、张之洞等人发起主持的洋务教育运动,也不同于康有为、梁启超等人发起主持的维新教育运动这类近代的“新式教育运动”,更不同于杨贤江、毛泽东等人提出并实践的共产主义性质的“新教育运动”,它与国民政府领导的“教育科学化运动”和“新教育中国化”运动等教育运动也有明显区别。严格地说,本文所研究的“新教育运动”是一个特定的概念。中国新教育运动的兴起和发展,固然是中国近现代教育发展的内在需要,同时也深受20世纪初期国际教育思潮与运动,特别是美国“进步主义教育运动”和欧洲“新教育运动”的深刻影响,同时,它积极反馈于国际教育新潮。从某种意义上说,也可将之视为20世纪前期国际教育改革运动的重要组成部分,它们彼此相互影响,相互推动,促进了20世纪前期世界教育的改革与发展。中国新教育运动有一个自然的历史发展过程,它发轫于民国建立,兴盛于“五四”前后,衰退于北洋政府和南京政府交接时期。“新教育运动”与“新文化运动”之间“同源、同质、异构、不同步”,其发轫早于“新文化运动”,其兴盛合于“新文化运动”,但结束却晚于“新文化运动”。“新教育运动”与“新文化运动”是一对“双胞胎”,是“新文化运动”的胞兄。传统的将“新教育运动”等同于“新文化运动”或将之视为“新文化运动”的一部分的观点其实都是一种历史的误解,没有注意到两者之间区别和联系。处于社会变迁时代,中国新教育运动因视角的不同而表现出运动特征上的双重性、历史位置上的三维性和成功原因上的四维性。双重性指的是“新教育运动”既是教育改革运动,又是思想启蒙运动;既是教育变革运动,又是个性解放运动;既是教育改革运动,也是社会改革运动;既是中国的,也是世界的;既是革故与鼎新的运动,又是移植与创新的运动;既有起伏,也有轴心。运动的双重性使之不同于一般意义上的运动,极具特殊性。三维性指的是“新教育运动”处于前清时期和国民政府时期的前后“新教育”之间、欧洲新教育运动和美国进步主义教育运动之间、五四运动和新文化运动之间。四维性指的是“新教育运动”之所以成功是因为处理好了古与今、上与下、中与外和表与里四个方面的关系。本文以社会运动理论的变迁、结构和话语三大视角为理论框架,考察了不同阶段的教育事件、由小到大的各种教育团体、竞争不断的教育出版界、无限制的输入和输出的国际教育交流等方面的情况。贯穿运动各个阶段的是新旧教育文化势力之间不息的论争。文章分析了中国新教育运动兴起和衰落的原因,再现其发展变迁的轨迹,探讨了运动的性质和特征、历史地位和作用,及其经验教训。最后,结合当代的教育改革,笔者有一些思考。全文分导论、结语和第一至第五章,共七个部分。导论部分重点论述了选题原因,对相关概念作了必要的界定,从六个方面系统梳理了相关的研究成果,并就本论题所选用的研究理论和方法作了扼要的阐释,最后对论题的大体框架作了一个宏观的介绍。第一章“中国新教育运动的背景”,主要从因内因素和国际因素两个方面考察了中国新教育运动兴起的相关动因。其中国内因素谈到政治变乱、现代社会的发展和新旧教育的积淀以及人的因素,国外因素谈到中外教育界的人员流动和国际教育新思潮的影响。第二章“中国教育运动的发轫”,简述了“双新运动”的起步、民初教育部领导的革故鼎新、欧美教育新潮登陆、新教育团体的三大派系、新教育出版的激烈竞争、教育趋新派与复辟派之间的较量等方面的基本情况,重点述评了运动起步时期的教育界宏观景象。第三章“中国新教育运动的发展”,探讨了中国大学的现代转型问题,简要梳理“留美派”为主体的中西教育交流的盛况,通过挖掘史料,分析了围绕白话文、职业教育、纲常伦理等论争的来龙去脉及其影响,并且对比了教育报刊与教育社团与前一时期的不同特点。第四章“中国教育运动的高潮”,首先是探讨教育与“五四”的因果关系,其次就杜威(J.Dewey)、孟禄(P.Monroe)和巴顿(E.D.Burton)等欧美教育专家来华对“新教育运动”所带来的影响进行了对比分析,之后叙述了多重文化之争使“新文化运动”提前结束,在数个教育之争使“新教育运动”进入高潮的同时,中华教育改进社和全国教育会联合会分别主导的新教育现代化运动和新学制运动在教育界广泛参与下取得的成果。第五章“中国新教育运动的衰退”,叙述了运动衰退的原因和标志,对“新教育运动”的反思和中国新教育运动的再生等三个方面的内容,其中谈到对杜威的批评和克伯屈(W.H.Kilpatrick)的访华。结语部分就中国新教育运动的性质与特征、地位和作用进行了简单的总结,并就其经验教训进行了简要的分析,其中对教育改革的环境问题和教育家的特质问题进行了一定的探讨。更多还原

【Abstract】 The Chinese New Education Movement(1912-1930) is a modern capitalist education reform movement dominated by folk education force,including such educationalists as Cai Yuanpei,Huang Yanpei,Guo Bingwen,Jiang Mengling,Tao Xingzhi,Hu Shi,etc,who studied in Europe and the USA, joined in by many teachers in active service and lots of educators abroad,based on the pragmatism educational philosophy,by calling for and practicing the educational modernization,scientization, internation- alization and sinification,containing numbers of professional education movement at the prophase of the Republic Of China.The reforming object of The Chinese New Education Movement is the Chinese and the western traditional education.The aim is to build the capitalist new education which is adaptive to Chinese situation.The quality is neither equal to the Yang Wu Education Movement which is launched and presided by Zeng Guofan,Li Hongzhang,Zhang Zhidong,etc,nor to the Wei Xin Education Movement by Kang Youwei,Liang Qichao,etc,even nor to the communist New Education Movement by Yang Xianjiang,Mao Zedong,etc,either bearing the apparent difference with the Educational Scienctification Movement and New Education Chinanization Movement.Strictly speaking,the New Education Movement that the article is aimed at is a given conception.The spring and developing of the Chinese New Education Movement is due to the necessity of Chinese development in premodern and modern times,and profoundly influenced by the international education thoughts and movements,esp.The Progressivism Education Movement in the USA and the New Education Movement in Europe.The Chinese New Education Movement actively feedbacks the international educational new tide.In some sense,it can be seen as an important composing part of the international education reform movement in the prophase of the 20th century.They influence and promote each other,and advance the education reform and development in the prophase of the 20th century.The Chinese New Education Movement experiences a natural developing progress.It springs up at the beginning of the Republic of China,comes on to about May Fourth,and declines at the handover of Bei Yang and Nan Jing Goverment.The Chinese New Education Movement and The Chinese New Culture Movement share the same origin in theory and quality in essence,but have different contents and steps.The former spring up earlier and ends up later than the later,and go side by side in the high tide.They are the twins.The Chinese New Education Movement is born the elder brother.In the past,the viewpoint that they are the same or that The Chinese New Education Movement is the part of the other is wrong,because the difference and relation are neglected.Because of the vicissitudunous times,the Chinese New Education Movement shows characteristically the dualism,situationally three-figure and quaternity in successful reason.Dualism means the Chinese New Education Movement is both education reform and thought initiation movement,edcation reform and individuality liberation movement,education reform and social reform movement,Chinese and Global,changing the old and protruding the new,replanting and innovative movement,gurgitation and axe.The dualism makes the Movement full of particularity.Three-figure means the Chinese New Education Movement is between the "new education"of Qing Dynasty and Kuo Ming Government,Europe New Education Movement and American Progressive Education Movement,May Fourth and the New Culture Movement.Quaternity means the successful reason of the Chinese New Education Movement is the four relations between of the Old and the Modern,the Up and the Down,the Chinese and the Global and the Surface and the Inside.The article is framed with the three viewpoints of variance,structure and pahole that come from theory of socialism movement,reviews such things as the education events,various educational parties growing up gradually,educational press circles full of competition,boundless import and export in the international intercourses.Endless controversies between the new and old educational and cultural forces run through the steps of the Chinese New Education Movement.The article analyses reasons of the springing and declining of the Movement,reappears the developing and changing track,probes into the qualities and the characters,historic status and the effect,the experiences and the lessons of the Movement.At last,contrast to the education reform at the present,I have some thought.The whole article is divided into preface,epilogue,the first to the fifth chapter,in all seven parts.Preface mainly discusses the cause that the theme is chosen,explains the related conceptions,the theory and way to be used,cards the related study harvest from six aspects,and introduces the macroscopicaily frame of the article.Chapter one,"The Background of The Chinese New Education Movement",saw about the historic reason of the Movement from the practical factors of the social transition,the historic factors stored up in the new and old education,the environment factors of the international educational new tide,and the human being factors that urge the Movement.Chapter Two,"The Beginning of The Chinese New Education Movement",briefly narrates the fundamental things of the first step of The Double Movement,the reform that the education department discards the old ways of education in favor of the new,educational new tide coming from the Europe and the USA,the three circles of the new educational organisations,the furious competition in the new education press,the disputation between the new and the old schools,and especially narrates and comments the overall vision at the first stage of the Movement. Chapter Three,"The Development of The Chinese New Education Movement",probes into the problem of modern university rotation,briefly combs the intercommunication pomp that is featured by the repressors from the USA,analyses the ins and outs of this incidents and the influence that springs up around the disputations of colloquialism,profession education,old key links and ethic,etc,and contrasts the different characters of the educational organisations and periodical to the former period.Chapter Four,"The Climax of The Chinese New Education Movement",firstly discuss the relation between the New Education and May Fourth;Secondly analyses and contrasts the different influences between the visits of Dewey,Monroe,and Baton to China,and then narrates the various cultural disputations that end up with The Chinese New Culture Movement.At the same time of numeral educational disputation leading the The Chinese New Educational Movement into the climax,The Betterment society of Chinese Education and The Whole Country Education League respectively leads the modernization movement of the New Education and the New E ducational System Movement to a success with the wide participation of the educational world.Chapter Five,"The Decline of The Chinese New Education Movement",narrates the cause and the signs of the decline of the Movement,the counterclaim of the Chinese New Education Movement, and the rebirth of it,in which the criticism to Dewey and Kilpatick’s visit to China are mentioned.Epilogue briefly summarizes the qualities and the characters,historic status and effect,and the experiences and the lessons of the Movement,in which the envrionment of the reform and the characters of the eductors are probed in some way.更多还原