【作者】 李惠玉；

【导师】 郭大松；

【作者基本信息】 山东师范大学 ， 中国近现代史， 2003， 硕士

【摘要】 清末是中国实业教育的起步阶段。在清政府推行的新政改革中，倡导实业、兴办教育是最有益和最有效的两项措施。而实业教育作为实业与教育两者的结合点，在教育发展史和实业发展史上都有着独特的地位和作用。 实业教育兴起的背景表现在经济、思想和实践三个方面。19世纪后半期，中国实业人才极端匮乏。甲午战争的失败使战前已经产生的实业教育思想骤然变为一种社会思潮，并与救亡图存的大环境密切联系起来。手握实权的洋务派早在战前就兴办了一系列技术学堂，成为实业学堂的雏形；维新时期朝野上下兴办实业学堂的呼声更促成了真正意义上的实业学堂的产生，在具体实践方面为后来实业教育的发展奠定了基础。 实业教育政策的制定经历了一个渐进的过程。1902年颁布的壬寅学制是中国最早颁布的近代学制，尽管没有付诸实施，却初步规定了实业教育的设学原则，为癸卯学制中实业教育政策的制定奠定了基础。癸卯学制是中国最早付诸实施的近代学制，确立了大力发展实业教育的政策，并对各级各类实业学堂的入学资格、学习年限、学科程度、培养目标、考试办法、毕业奖励、教员资格、师资培养等各方面作出了详细具体的规定，为实业学堂的发展提供了政策指导。后来，针对具体实践中显露的不足，又颁布了一些补充和改进措施，增强了政策的可操作性。 实业教育管理机构包括教育和经济两种，这种管理机构的多元化充分反映了实业教育作为实业和教育结合点的特性。教育方面，从兼管新式教育的管学大臣到专管实业教育的总理学务处实业处再到学部实业司，实业教育的中央管理机关几经变革。经济方面，从商务大臣到商部保惠司再到农工商部各司，均对实业学堂的设立和管理负责。管理机构繁杂和职权划分不清晰的情况导致了学部与农工商部的权限之争。 实业教育的重点在于实业学堂的兴办。总体上说，清末十年全国实业学堂的数量逐年增长，分布日趋广泛。随着普通学堂的普及和实业学堂自身的发展，水平普遍呈上升趋势。但经费的紧张和师资的匮乏始终是困扰实业教育的难题。清政府不得不多方筹集资金，多渠道任用教员，以保证实业学堂的顺利发展。江苏和湖北作为实业教育发展的重点省份，在实业学堂的兴办过程中形成了各自的风格，是清末实业教育发展的两种典型。 清末实业教育的发展顺应了时代潮流，推动了社会发展。首先，实业学堂培养了大批人才，促进了实业的发展；其次，实业教育思想与实践的发展促进了观念的变革；同时，实业教育政策和实践方面的进步又为民国实业教育奠定了基础。由于中国的实业教育是在封建王朝的末期兴办的，必然具有时代和自身的局限性，这种无法克服的局限性大大降低了实业教育的实际效果。更多还原

【Abstract】 The late Qing Dynasty was the starting stage in the history of industrial education. Among all the new policies that Qing Government pursued, industry and education were the most helpful and effective measures. As the combination of the above two, industrial education had special status and function at both educational and industrial history.There were three reasons why industrial education rose in the last period of Qing Dynasty. First, the development of economy needed talented industrial personnel. Second, the thought of industrial education which had come into being before the Sino-Japanese War in 1894-1895 turned into a kind of social ideological trend suddenly after China was defeated in the war. The thought of industrial education was connected with the topic of saving the nation. Some officials grasping real power in the local government had paid attention to industry and had builded up some technical schools before the war. In the Reform Period after the war, the appeal to build more similar schools from the court and the commonalty promoted the birth of ture industrial education.The formulation of the policy for industrial education had gone through a progressive course. The educational system in 1902 was the first modern educational system. Though it was not carried out, it stipulated some principles of industrial education which layed afoundation for the further policies in the educational system in 1904. The latter one was the first modern system which was put into practice. It contained all kinds of rules about industrial education, including entrance qualification, period of schooling, text degree, training aim, test method, graduate reward, teacher qualification and so on. All these offered policy guidance for the practice of industrial education. Later the policy changed somehow and some supplementary items were added to meet the needs of practice, which strengthened the effectiveness of the policy.The management organizations of the industrial education included two independent departments. One was the educational department, and the other was the econemic department. The central educational department changed a lot in a short period of time, from an educational officail to an educational branch to Educational Department in charge of all kinds of education. On the other hand, Commercial Minister, Commercial Department, and the Department in charge of industry, agriculture and commerce were all responsible for the establishment and management of industrial schools. Because the limits of authority were not clear, Educational Department and Commercial Department fought against each other for power and interests.The establishment of industrial schools was the most important part of the thesis. Generally speaking, the quantity of industrial schoolsin the whole country increased year by year. With the popularization of ordinary schools and the development of industril schools, the quality of the latter increased step by step. But its further development was hindered by financial intension and shortage of teacher. Qing Government had to raise funds and choose teachers in different way. Jiangsu and Hubei were two typical provinces which formed their own styles in the development of industrial education.The development of industrial education complied with the tendency of the era in the last period of Qing Dynasty, and promoted the development of the era. First of all, industrial schools trained a large quantity of talents who promoted the development of industry; Second, the thought and practice of industrial education promoted some changes of thought. Progress in the educational policy and practice layed foundation for the vocational education in the Republic of China. Because industrial education was set up in latter stage of Qing Dynasty, it must have limitation which could not be overcome. The limitation reduced the actual effects of the industrial education greatly .更多还原