晚清中學堂理化課程研究（1902-1911）

Abstract

晚清中國面對西方列強的挑戰，引發了一場從器物、制度到思想的全面變革，關於如何在學校課程中學習西方科學一直是新舊之爭的焦點。清朝政府於光緒二十八年及二十九年先後頒布的《欽定學堂章程》及《奏定學堂章程》中，便首次將西方物理學及化學知識納入中國官方學堂課程，成為正式的獨立科目，不過有關兩學制在中學堂階段的規劃與落實過程、實施成效及影響仍有待深入研究。本研究運用史學方法，以當時朝廷頒布的法規、《學部官報》及其他報刊、教科書為主，考察西方理化知識納入晚清中學堂課程的歷史過程、教學目標、實施情形、成效及影響因素。研究主要發現如後：1.理化課程教學目標從技術實用轉向兼重理論與方法的價值，2.晚清物理與化學正式納入兩學制的中學堂課程，3.課程實施的狀況受經費及師資等因素限制而欠理想，4.理化課程教學方法受赫爾巴特學派影響，5.教科書主要靠官民翻譯再經學部審定後供校選用。主要啟示有：1.教育制度改革不可忽視師資養成及教材準備；2.應重視理化學科的知識價值及科學態度與科學方法培養。

In the late Qing Dynasty, China faced challenges from western countries strongerly, and then triggered a comprehensive change from artifacts, systems to thoughts. There has been a debate about how to learn Western science in the school curriculum. In the 1902 and 1904 school systems promulgated by the Qing government, for the first time, Western physics and chemistry knowledge were designed as formal subjects in schools. However, the planning and implementation process, results and impact of the new school system at the secondary education level still need to be further studied. Using historical methods, the first hand sources, such as the laws and regulations promulgated by the imperial court at that time, the Gazzette of Ministry of Education and magazines, newspapers and textbooks were used to explore their historical process, objectives, implementation, effects and impact factors of Western physics and chemistry curriculum in the secondary schools in the late Qing Dynasty.The main findings of the study are as follows: 1. the objectives of physics and chemistry courses in the secondary schools have changed from practical value, cultivating technical talents in the past, to their theoretical and methodology significance gradually. 2. Physics and Chemistry became formal subjects in secondary schools. 3. Due to lack of sufficient and qualified teachers, funding and other factors, their results were not satisfied. 4. Their teaching methods were influenced by Harbertism. 5. Most of textbooks were translated by public or private publishers, censored by Ministry of Education, and then selected by schools. There were two implications: 1. The reform of education system should not ignore the training of teachers and the preparation of teaching materials. 2. The value of knowledge and the cultivation of scientific attitudes and methods in physics and chemistry should be emphasized.