戊戌维新派的启蒙教育思想与实践研究

发布时间：2018-01-05 00:08

本文关键词：戊戌维新派的启蒙教育思想与实践研究　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：对中国知识分子而言，甲午中日海战的失败，成为奇耻大辱，也成为他们思想转变的契机。从“天朝大国”迷梦中惊醒的戊戌维新派，开始由热衷读书入仕转而关注民族与国家的命运，思考中国如何才能在日益复杂多变的世界格局中求得生存和发展，走上了一条探索救国救民的思想启蒙道路。戊戌维新志士的启蒙教育思想促成了中国近代史上思想解放的潮流，对民众思想的解放、知识分子实践能力的增强、社会风气的转变、启蒙队伍的壮大产生重要影响。从一定程度上讲，他们的启蒙教育思想推动了中国教育近代化进程，促使新教育体制不断完善和资产阶级新教育理论的形成与发展。以“人”为中心，关注“人”的基本价值，在认识人的基础上进行教育实践，形成了戊戌维新派启蒙教育思想的典型特点。当然，他们在对国民进行思想启蒙的同时，也实现着自身启蒙，不断地在启蒙者与被启蒙者之间转换，引领国民走出“中世纪”的黑暗，开启民智，共同探讨对“人”的基本认识，使其拥有个体独立和个性自由，进而实现民族独立和国家富强。这一点，对今日教育有诸多启示。论文由绪论、“戊戌维新派启蒙教育思想产生的社会文化背景”、“戊戌维新派启蒙教育思想的基本内涵”、“戊戌维新派启蒙教育思想的实践”、“戊戌维新派启蒙教育思想的特点、局限性及时代影响”、“戊戌维新派启蒙教育思想对当今教育的启示”五个部分构成。绪论主要论述了选题缘由、研究意义、文献综述、概念界定、创新点、研究思路与方法六个方面。第一章，启蒙教育思想产生的社会文化背景。本部分主要从社会的政治、经济、文化三个方面展开。其中对学术文化背景的分析主要围绕西方启蒙教育思想、明末清初的早期启蒙教育思想和早期改良派的启蒙教育思想三个角度进行阐述。第二章，启蒙教育思想的基本内涵。本部分主要从“批判旧学，提倡西学”、“树立新的人才观，培养‘特色之国民’”、“科学和民主并重”三个方面对戊戌维新派的启蒙教育思想进行论述。第三章，启蒙教育思想的实践。主要通过建学堂、办报刊、组织学会、翻译书籍和改革科举考试制度等途径来实践其启蒙教育思想。第四章，启蒙教育思想与实践的特点、局限性及时代影响。启蒙教育思想的特点主要有两个：思想启蒙与救亡图存相结合、舆论宣传与社会实践互为表里。启蒙教育思想与实践的局限性则主要从启蒙教育教育思想的不成熟性和启蒙教育实践对象的局限性两个方面进行阐述。启蒙教育思想实践的时代影响，从民众思想的转变、知识分子实践能力的增强、社会风气和氛围的转变以及乡绅、官员加入启蒙教育队伍四个方面予以解读。第五章，，启蒙教育思想与实践对当今教育的启示。针对当今的教育问题，戊戌维新派的启蒙教育思想与实践主要从冲决应试教育的藩篱、摒弃功利主义的教育价值取向、培养科学的思维方式和探究精神、实现自由民主的教育目的四个方面为当今教育提供借鉴。
[Abstract]:China of intellectuals, the Sino Japanese naval defeat, a burning shame and humiliation also become their ideological change, opportunity. Wake up from the "Heavenly Kingdom" in the dreams of the reformers, starting from very fond of reading into the official focus on ethnic and national destiny, thinking Chinese how to survive and develop in the increasingly complicated and changeable world in the pattern, embarked on a road to explore the Enlightenment of salvaging the country.
The reformists of the enlightenment thought China contributed to the modern history of the emancipation of the trend of thoughts of the people's liberation, enhance the practical ability of the intellectuals, social changes, have an important impact on the growing ranks of enlightenment. In a certain extent, enlightenment thought they Chinese promoted the modernization of education, promote the new education system of continuous improvement and the formation of new bourgeois educational theory and development. "People" as the center, the basic values of "people", the education practice in the understanding of people on the basis of the formation of the typical characteristics of the enlightenment education reformers thought. Of course, they are also on the national enlightenment also, to realize their own enlightenment, conversion between constantly enlightenment and being enlightened, leading the national "medieval" out of the darkness, to enlighten the people, to discuss the "people" basic Know, it has individual independence and individual freedom, so as to realize the national independence and prosperity of the nation. To this point, there are a lot of inspiration for today's education.
The paper consists of the introduction, "the enlightenment education reformers thought of the social and cultural background", "the basic connotation of" the enlightenment education reformers thought, "practice" the enlightenment education reformers thought, "the characteristics of enlightenment education reformers thought, influence and limitations of times," the five part of the reform movement of 1898 School of enlightenment education thought enlightenment for modern education.
The introduction mainly discusses the research background, research significance, literature review, concept definition, innovation, the six aspects of the research ideas and methods.
The first chapter, the enlightenment education thought of the social and cultural background. This part is mainly from the social politics, economy, culture in three aspects. The analysis of the academic cultural background mainly around the western enlightenment education, elaborates the early enlightenment education thought in late Ming and early Qing Dynasty and the early enlightenment education thought school improvement three aspects.
The second chapter, the basic connotation of enlightenment education thoughts. This part is mainly from "critical", advocating "western culture", set up the new concept of talent, "the characteristics of the national culture", "three aspects of both science and democracy on the enlightenment education reformers thought.
The third chapter, the practical enlightenment education. Mainly through the construction of school newspaper, organization of society, the translation of books and the reform of the imperial examination system and other ways to practice the enlightenment education thought.
The fourth chapter, the characteristics of the enlightenment thought and practice of education, influence and limitations of the times. There are two main features of enlightenment education: Enlightenment and salvation of the combination of propaganda and social practice. Besides the limitations of enlightenment education theory and practice, mainly from the two aspects of the enlightenment education thought is not mature enlightenment and education practice object limitations in this paper. The influence of the times the practice of enlightenment education thoughts, from the transformation of people's ideology, enhance intellectual practice ability, social atmosphere and atmosphere and the change of the squire, officials joined the enlightenment education team four aspects to be interpreted.
The fifth chapter, the Enlightenment of enlightenment education thought and practice of today's education. Aiming at the problems in today's education, enlightenment education thought and practice of the reform movement of 1898 school mainly from the examination oriented education broke the barriers, abandon the utilitarian value orientation of education, and explore the spirit of scientific thinking training, the realization of the four aspects of freedom and democracy to provide education reference for today's education.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G40-092

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