周愚文Yu-wen Chou劉子菁Tzu-chin Liu2019-08-282005-8-22019-08-282005http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069000014%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89436本研究旨在探討清末民初時期，近代中國民族主義風潮，對「教育學」學門與「教育史」學門在師範教育機構與學術研究二層面發展的影響，以揭示此二學門與中國社會運動間彼此呼應的現象與意涵。研究發現如下： 一、教育學興起的歷史及社會背景：中國教育學在甲午戰後民族主義聲勢益加高漲的社會背景中逐漸興起，並於戊戌變法後開始在師範教育機構中設置教育學課程，之後受到文化的（政治的、官方的）民族主義、種族民族主義與菁英民族主義的影響。 二、教育學界的學術傳播活動：在上述不同民族主義路線中，立憲派、革命派與民間成立出版機關與教育會團體，地方人士參與教育傳播活動情形益加熱絡，晚清教育學界逐漸形成，民初在晚清教育會的基礎下發展，進一步形成由各國至中國，中央到各省之間教育事務的輸入與交流管道。 三、教育學課程的設置與性質：清末民初設置教育學課程的機構主要在初級師範學堂及優級師範學堂，其次則有大學堂、師範講習所等；民初則是師範學校高等師範學校與師範講習所，教育學課程明顯傾向政治學與實用性質。 四、「教育學」與「教育史」學門的發展特徵：晚清「教育學」學門的研究，對教育目的的討論反映出國內各種民族主義立場，並且在赫爾巴特教育學說外，引介教育學內部分支學門不同的參考架構；民初則進一步引介實驗教育學、擴大與其他學門間的關係、引進注重公民教育，與注重實用的教育思潮，這些研究方向使「教育學」更趨學術化，並有人進行教育學科學化的課程改革。在「教育史」學門的研究方面，晚清教育史譯者注重當代史、國別史與教授法沿革史等實用導向的研究成果；民國初年以後，教育史學門則嘗試經由編年體、國別史與思想史三種體例，初步奠定專史化的方向，因此，民初以後二學門的學術研究色彩益加濃厚。 總之，清末民初中國的民族主義運動，對上述二學門在課程的規劃、教學內容的安排、譯介書籍的動機、選譯範圍與學術研究的主題方面，皆產生重要影響。The main purpose of this study is to inquire the development of the discipline of education and the discipline of history of education from 1897 to 1919, and by this means to reveal the relation between two disciplines and social movement in modern China. The main findings of this study are as the following: 1.The historical and social background of the rise of the study of education: the study of education in China emerged after 1894 Sino-Japanese War. During this period nationalism gradually became prevalent. After the 1898 Reform the curricula on the study of education were established in normal school, and affected by cultural(political and official), ethnic and elite nationalism. 2.The academic dissemination by educational community: among different nationalism courses the constitutional course, revolutionary course and non-governmental course established presses and associations of education. , more and more people joined associations of education to disseminate the study of education. These people gradually formed an educational community in Late Ching, which, in the Early Republic China, developed under the foundation of associations of educational in Late Ching and then served as a channel to import educational affair from other nations to China, from the capital government to provinces. 3.The establishment and the character of the curriculums of the study of education: the curricula of the study of education in Late Ching were established mainly in Primary Normal School and Senior Normal School. College and Normal Institute came into the second place. In Early Republic China the curriculums were established primarily in Normal School, Higher Normal School and Normal Institute. In both of these periods the curriculums of the study of education had political and practical character. 4.The character of the discipline of education and the discipline of history of education: the research of the discipline of education with respect to the aim of education was reflected China nationalism courses. In addition to Herbart’s theory of education, more and more related disciplines of education were introduced in Late Ching. After the Republic of China was built, the discipline of education developed mainly in the following four directions. First, the experimental education was introduced. Second, the discipline of education was broadened to be associated with other related disciplines. Third, civic education was introduced. Fourth, the thoughts of practical education were introduced. Also, there was a curriculum reform which attempted to scientificalize the study of education. Those developments in Early Republic China improved the academic characters of discipline of education. In the respect of the discipline of history of education, in Late Ching the translators of history of education focused on the practical results of the study of contemporary history, history of different nations, history of thoughts and the history of teaching method. In Early Republic of China, the scholars on the discipline of history of education turned to explore chronological style, national style and thought style of the history of education, so as to establish the status of history of education as a specialized (topical) history. Hence, the academic character of the two disciplines increased in Early Republic China. In sum, the nationalism movement in Modern China (1897-1919) has important effect on discipline of education and discipline of history of education with respect to curriculum, teaching contents, motivation for translating writings and research topics.近代中國民族主義教育學教育學門教育史學門Nationalism in Modern Chinathe Study of Educationthe Discipline of Educationthe Discipline of History of Education