教育革命的挑戰：晚清西式初等教育制度建立與國民教育的醞釀
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2021-09-??
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國立臺灣師範大學教育學系
Department of Education,National Taiwan Normal University
Department of Education,National Taiwan Normal University
Abstract
清光緒29年朝廷訂頒《奏定學堂章程》，全面改行西式學制，31年再廢科舉，原有教育制度全面廢止，其舉可視為教育革命。然章程公布後，中央如何落實，過去相關研究有限，本文採史學方法，據一手官方文獻及報刊，以當時法、德國民教育概念視角，檢討最基礎初等教育的規劃、實施與調整。因該學制仿日制，日又仿自法、德。施行時遇到主、客觀困難而被迫調整，為求教育普及，先後採設半日學堂、設小學簡易科、縮短修業年限、設簡易識字學塾等變通措施；因政府無力全由公辦，遂容許私塾續存但進行改良，只能宣揚義務教育觀念及預備實施強迫教育而無法正式實施，僅官立免學費而無法全面免費。總之，晚清初等教育制度，已有當時法、德國民教育的部分內涵，但民國初延續，抗戰時才立法實施，其由上而下、穿衣改衣、先求有再求好、先量後質等推動策略，值得今後中央推動教改者警惕。
Using historical method with first-hand sources, this article explores the planning, implementation and modification of western primary education based on the concept of French and German national education, including general, public, compulsory and free educations. As a revolution transformation, Gui-Mao Educational System was established in 1904 and overthrew the old Chinese school system. Borrowed from Japan, the system encountered several difficulties during operation, and therefore adjustments were made to better accommodate changes. For popularity, it used the premises of old academies, temples, shrines and public houses. Half-day schools were established, the program and study-years were shortened and brief short-term schools were established to prepare for enacting constitution later. Despite permission of private studios, the system improved the studios. The concept of compulsory education was also introduced and plans were implemented to promote the concept. Only state junior primary schools were free. The new system exhibited several characteristics of national education but it was not formally established until Republican China in 1940. This special reform experience is worthwhile to learn for later educational reformers.
Using historical method with first-hand sources, this article explores the planning, implementation and modification of western primary education based on the concept of French and German national education, including general, public, compulsory and free educations. As a revolution transformation, Gui-Mao Educational System was established in 1904 and overthrew the old Chinese school system. Borrowed from Japan, the system encountered several difficulties during operation, and therefore adjustments were made to better accommodate changes. For popularity, it used the premises of old academies, temples, shrines and public houses. Half-day schools were established, the program and study-years were shortened and brief short-term schools were established to prepare for enacting constitution later. Despite permission of private studios, the system improved the studios. The concept of compulsory education was also introduced and plans were implemented to promote the concept. Only state junior primary schools were free. The new system exhibited several characteristics of national education but it was not formally established until Republican China in 1940. This special reform experience is worthwhile to learn for later educational reformers.