研究發展處

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    民國古音學研究的開創人黃侃
    (國立臺灣師範大學研究發展處, 1986-06-??) 陳新雄
    Research in archaic speech sounds used to be classified into two schools, namely the derivational and the sound-discerning. Huang Kan was the founder of the sound-discerning school. In this study three aspects of Huang are introduced: (1) His ancestry, his participa-tion in the revolution, and his teaching career; (2) His research in archaic speech sounds in a unique way, his important contribution and his comments on such a study, and (3) a rebuttal against the erroneous idea about Huang with his diary and miscellaneous other data as proof and support. His conscientiousness and devotion to the research work are stressed. It could truly be said that he has set a good example to all future researchers in this field.
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    清末民初軍國民教育思潮
    (國立臺灣師範大學研究發展處, 1984-06-??) 瞿立鶴
    軍國民教育，為本諸「文武合一，德術兼備」觀念，欲藉教育歷程，培養國民具有軍人知識、技能、習慣、態度、理想與情操，用以愛護民族，效忠國家。內抗專制，外禦強敵，以求民族統一，國家獨立之謂也。清末民初軍國民教育，為學者專家在民族主義教育思潮下，所提倡出之保國衛民的教育主張。綜觀其遞嬗演變，約可分為三類：一、學堂尚武教育思潮學堂尚武教育，為新式學校中，增列兵式體操、及體育競技科目，培養尚武精神，以除從前文弱書生之積習。用以強身衛國。此類教育思想，起自光緒二十年左右，至光緒二十七年前後為止。二、全民皆兵教育思潮全民皆兵教育，為全體國民藉教育歷程，培養健康身體，尚武精神，愛國觀念，平時各務其業，戰時保國衛民。此類思想，起自光緒二十八年左右，至民國七年前後止。三、學校軍事訓練教育思潮學校軍訓教育，為學校增列軍事訓練課程，欲藉教育歷程，培養文武兼備，德術兼修，負起保國衛民責任。此類教育思想起自民國八年左右，至民國十八年前後止。