• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >POPULAR EDUCATION IN CHINA 1904-1919: NEW IDEAS AND DEVELOPMENTS.
【24h】

POPULAR EDUCATION IN CHINA 1904-1919: NEW IDEAS AND DEVELOPMENTS.

机译：1904-1919年的中国大众教育：新思路与新发展。

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study is an analysis of changing attitudes towards education in China from the turn of the twentieth century to the May Fourth Movement in 1919. The focus is primarily on popular education (e.g., public lectures, spare-time schools, libraries). With the abolition of the traditional civil service examinations in 1905 and the implementation of a modern, government school system designed to train a patriotic, loyal and hard-working citizenry, Chinese officials and educators began to stress the importance of general and popular education.; In contrast to previous English-language studies that have tended to emphasize the "democratic" aspect of the western educational influence on China (especially with relation to the philosophy of John Dewey), this study will seek to show that Chinese educators were attracted to quite different aspects of western educational practice. With regard to the formal school system, Chinese educators praised the centralisation, uniformity, discipline, strict supervision of textbooks and inculcation of patriotic ideals which characterized education in the West. Popular, or social, education, which "reformed" the lower classes by emphasizing hard work, patriotism and public hygiene was also seen as an important factor explaining the strength of Japan and the West.; Another development after 1905 was th change in attitudes towards vocational education. Chinese educators, in fact, argued for a closer link between education and economic development. The promotion of vocational education was also accompanied by changes in attitudes towards manual labour.; Another feature of discussions on popular education during these years was the idea that formal school education was not fulfilling its required task, that of training a united and patriotic citizenry. Schools were criticized for fostering elitism, division and individualism.; This study also helps to place educational debate in China during these years within a wider context--in two ways. Firstly, reference is made to educational debates in the West which were often very similar to the discussions being carried out in China.; Secondly, this study will show that the issues debated in China at this time were to have a crucial relevance for educational debates in post-49 China.
机译：这项研究分析了从20世纪初到1919年“五四”运动对中国教育态度的变化。研究的重点主要是大众教育（例如，公共讲座，业余学校，图书馆）。随着1905年传统公务员考试的取消和旨在培养爱国，忠诚和勤劳公民的现代公立学校制度的实施，中国官员和教育工作者开始强调通识教育和普及教育的重要性。与以往的英语研究倾向于强调西方教育对中国的影响的“民主”方面（特别是与约翰杜威的哲学观点）相反，本研究将试图表明，中国的教育者被相当多的人所吸引。西方教育实践的不同方面。关于正规学校制度，中国的教育工作者称赞西方教育具有集中性，统一性，纪律性，对课本的严格监督以及对爱国主义理想的灌输。民众的或社会的教育通过强调勤奋，爱国主义和公共卫生来“改造”了下层阶级，也被认为是解释日本和西方实力的重要因素。 1905年之后的另一项发展是对职业教育的态度发生了变化。实际上，中国的教育家主张在教育与经济发展之间建立更紧密的联系。促进职业教育的同时，人们对体力劳动的态度也发生了变化。近年来，有关大众教育的讨论的另一个特征是，正规学校教育没有完成其所需的任务，即训练一个团结的爱国公民。学校因培养精英，分裂和个人主义而受到批评。这项研究还有助于以两种方式在更广泛的背景下将这些年来的中国教育辩论。首先，提到西方的教育辩论，这些辩论通常与在中国进行的辩论非常相似。其次，这项研究将表明，此时在中国辩论的问题与49后中国的教育辩论有着至关重要的关系。

著录项

  • 作者

    BAILEY, PAUL JOHN.;

  • 作者单位

    The University of British Columbia (Canada).;

  • 授予单位 The University of British Columbia (Canada).;
  • 学科 History Asia Australia and Oceania.
  • 学位 Ph.D.
  • 年度 1982
  • 页码
  • 总页数
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 世界史;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号