中国近代教育行政体制研究

【作者】 刘建；

【导师】 张新平；

【作者基本信息】 南京师范大学 ， 教育学原理， 2008， 博士

【摘要】 本文以历史时间为主线,以大量史料为支撑,以制度分析和历史分析为研究方法,以中国近代教育行政体制发展的重大历史事件为标识,全面梳理了自清末至南京国民政府结束在大陆的统治这一时期我国教育行政体制的变迁历史。论文坚持历史与逻辑的统一,总结并归纳我国近代教育行政体制之特征,揭示并分析我国近代教育行政体制之得失,在此基础上,提出研究与分析我国教育行政体制的模式架构。自清末以降,我国教育行政体制的发展分别经历了清朝末年近代教育行政体制的草创期,民国前期近代教育行政体制的发展期,民国中期近代教育行政体制的遽变期,以及民国后期近代教育行政体制的稳定与成型期。纵观五十年我国近代教育行政体制的发展历史,初步结论如下:从教育行政体制的渊源来说,我国教育行政体制是传承旧制与西制东渐的统一,但以西制为主,有强烈的开放性特征;从其变迁的过程来看,我国近代教育行政体制曲折反复,变化多样,在整合妥协中向前推进;从整个发展历程来看,我国近代教育行政体制具有明显的规范化、政治化、科学化、民主化、独立化、学术化与开放化等特征。同时,也存在着体制紊乱、体制割裂、富于理想、方式激进、过于西化等问题。我国近代教育行政体制的发展历史告诉我们:分析与构建教育行政体制决不可能割裂历史,只能在历史中延续,为此,我们必须以全面分析与均衡分析的原则,来处理在中国近代教育行政体制发展过程中彰显出来的集权与分权、独立与依存、领袖与委员、专家与民众、学术与官僚、本土与西化、激进与保守、主体与边缘、刚性与弹性、冲突与协调等关系范畴,并将教育行政体制的分析或建构置于宏大的社会背景之中,使教育行政体制随社会同发展,共进步。更多还原

【Abstract】 With history time as main line, with a great deal of historical data as basis, with system analysis and history analysis as theoretical foundation and with important history affairs in the evolution of education administration system as indication, the present thesis thoroughly combs the transitional history of the education administration system of China from late Ching dynasty to the end of the period of the Republic of China. According to the unity of logical and history, the characteristics of the modern education administration system of China were summarized and induced, and the gain and loss of it were disclosed and analyzed, with these in mind, a practical frame was put forward through which to analyze and construct an education administration system.Since the late Ching dynasty, the evolution of the education administration system of China has experienced respectively the establishing period at the iate Ching dynasty, the evolving and inconstant period at the early period of the Republic of China, the changing period at the middle period of the Republic of China, and the stabilizing and forming period at the late period of the Republic of China. Given the evolutionary history of the modern education administration system of 50 years, it can be concluded that:From the point of view of the origin of education administration system, the education administration system of China is an alloy of inherit of the tradition and introduction of the west system with the latter in the first place, and has a obvious open characteristic; From the point of view of its transitional process, the education administration system of China has seen prolonged and inconstant changes and achieves finally a compromise and integration with great effort, and continues to proceed; From the point of view of the entire history of the whole evolutionary process, the education administration system of China has obviously such characteristics as normalization, politicization, scientization, democratization, independentilization, academicalization etc. Meanwhile, there also exist such problems as system distemperedness, system break-up, being too idealized and radical in the evolutionary process and the tendency of excess westernization etc.The evolutionary history of the modern education administration system of China tells us: it can never leave its history aside to analyze and construct an new education administration system, and the only way to make it is to put it into history. For this reason, the rules of comprehensive analysis and balanced evolution must be established to handle pairs of relation categories as follows that exhibit themselves in the evolutionary process of the modern education administration system of China: centralization and divide of power, independence and dependence, leaders and members, experts and publics, academic and bureaucrat, localization and westernization, radicalization and conservativeness, mainbody and peripheral, rigidness and flexibility, contradiction and coordination etc. The analysis or construction of the education administration system are also placed in social background, and evolve and progress with society.更多还原