【作者】 蒋纯焦；

【导师】 杜成宪；

【作者基本信息】 华东师范大学 ， 教育史， 2006， 博士

【摘要】 在中国传统社会，私塾是基础教育的主体，而塾师是私塾教育的组织者和实施者。近代以来，中国社会发生转型，政治、经济、文化诸方面开始脱离传统，迈向近代化(现代化)，传统教育也开始遭受挑战，逐渐向现代教育过渡。本文以塾师阶层的变迁为视角，对塾师阶层从遭到新教育的冲击以来，直至完全退出历史舞台的整个过程进行系统研究，以透析中国传统教育的基础部分如何在近现代社会中逐渐被现代教育所替代。 由于塾师阶层与传统的政治、经济、文化、教育的多重关系，论文对塾师阶层的关注也是多向度的，不仅包括塾师职业活动及其变迁，还包括塾师的经济生活、社会地位、社会流动、社会关系等方面。塾师职业是以私塾为依托，塾师的消失是以私塾的消亡为前提，故私塾变迁也是论文研究的重要内容；而私塾变迁又与传统教育结构的消解和新式学校系统的建立、发展、普及密切相关。 塾师阶层在近现代中国社会变迁和教育变迁中并非一成不变，而是经历了一场观念、行为和命运的巨大转折，从他们身上可以折射出近现代中国教育转型的张力和阵痛。自清末至新中国成立，塾师阶层的变迁表现出三个阶段性特征：科举制度废除切断了塾师们的仕进之路，降低了其职业吸引力；新式学校的建立和普及压缩了塾师阶层的职业队伍，改变了其职业行为；社会生活和生产方式的变迁消解了塾师的社会空间，使之逐渐被时代所淘汰。塾师阶层由“适者”到“不适者”的转化，直至最终消失，即是近现代中国教育挑战、反叛传统的一个侧面，是中国新教育发展在底层推进的一个缩影。这种消失过程以塾师阶层队伍数量的减少、经济待遇的下降、社会地位的降低、教学活动的变化为表征，以社会的政治革命、经济变革、文化鼎新和教育转型为诱因，是社会变迁与教育变迁交互作用的结果。 中国教育的现代化在20世纪前半叶迟迟没有完成，始终带有新旧杂陈的过渡性特征，其中基础教育的二元结构是一个非常重要的原因。从私塾的消亡到学校的普及，从塾师阶层的消失到学校教师的兴起，正好是完成了中国教育机构和教师职业在近现代社会的“新陈代谢”。塾师阶层的消失，宣告了中国传统教育形式的终结和中国教育现代转型的完成。更多还原

【Abstract】 The Sishu was the major component of elementary education in china in traditional Chinese society. The Shushi was the organizer and practicer of Sishu education. Since 1840, Chinese society has been transformed and modernized. Chinese politics, economy, culture etc have departed from the tradition. As a consequence, the traditional education mechanism had faced great challenge which led to the transformation towards modern education. This dissertation focuses on how Chinese traditional education system has been replaced by modern education through a systematic analysis on the process of Sishu from an early attack influenced by the modern education to its disappearance in the history eventually.The dissertation has studied Shushi as a social class in various dimensions in the consideration of the multiple interactions with traditional politics, economy, culture and education. The study concerns not only the professional activities of Sishu and their associated transformation, but also the economic situation, social status, migration and relationship, etc. As an occupation, the existence of Shushi depended largely on the existence of Sishu and the disappearance of Shushi was premised on the disappearance of Sishu. In addition, the transition of Sishu has close interaction with the deconstruction of traditional education structure and the establishment, development and dissemination of modern education system. Thus, the transition of Sishu has also been closed examined in addition to the transition of Shushi.Shushi class had not been static during the social and educational transformation of Chinese society but experienced a great deal of changes in perspectives, behaviors and destinies, which reflected the tension and pain of modern educational transition. Three characteristics of transition of Shushi can be categorized for the period from Late-Qing Dynasty to the People’s Republic of China: firstly, Shushi as an occupation became less attractive due to the abolishment of Keju competition system, which was the major path for Shushi to be involved in the traditional political society; secondly, the professional behavior of Sishu has been changed due to the establishment and dissemination of modern schools; and thirdly, Shushi as a class became diminished due to the narrower space in the society. The evolution of Shushi class from comfortable existence, survival to disappearance represents its status being challenged and destroyed by the modern education, which also epitomizes how new education system were advanced from the更多还原