清末至抗日戰爭前我國教學法的改革

Pedagogic Reform in China during the period from the end of the Ching Dynasty to before the Sino-Japanese War

Authors

  • 周漢光 (CHOW Hon Kwong) 香港中文大學教育學院

DOI:

https://doi.org/10.24112/sinohumanitas.32313

Abstract

LANGUAGE NOTE | Document text in Chinese; abstract also in English.

我國自清末至抗日戰爭前後,經歷了前所未有的文化、政治、經濟大變革。在教育上,也經歷了從傳統走到近代化的道路。其間不獨建立了我國近代的學 制,在課程與教材方面,也隨着社會的演進,有了新的發展。至於教學法方面,因受了西方教育思想與教學方法的影響,也更能照顧到學生的需要,注重啟發式的教學與學生的自學。
本文的目的,在述評(1)清末至民國成立前、(2)民國成立至五四運動,及(3)五四運動至抗日戰爭前三個階段我國在教學方法方面的發展。其中有因社會背景不同、條件不同,外來的教學經驗未必都能在中國開花結果:有些經改良後為我國不少學校所採用:也有些由我國教育家自行創設而適應本國國情的教學方法。無論如何,這個時期我國教學法的改革,對日後我國教育的發展都有長遠的影響。

During the period from the end of the Ching Dynasty to before the Sino-Japanese War, China experienced unprecedented cultural, political and economical changes. In education, she moved from her traditional ways towards the road of modernization.

During this time, in addition to building her contemporary education system, there was also new developments in curriculum as well as teaching materials to meet the demand of the changing society.

The Western educational philosophy and teaching methods made a strong impact on China’s pedagogic development. There was more attention given to take care of the needs of the students, emphasis was placed on motivating self learning on the part of the students.

The aim of this essay is to critically comment on the pedagogic development in China in three different stages, namely:

1. from the end of the Ching Dynasty up to before the setting up of the Republic of China;
2. from the beginning of the Republic of China to the May 4th Movement; and
3. from the May 4th Movement up to before the Sino-Japanese War.

The imported educational experience did not necessarily flourish due to the different social background as well as social conditions. Some pedagogic methods were modified and adopted by many schools while other educators created teaching methods that suited the Chinese situation at that time.

However, the pedagogic reform at this stage of the Chinese history had a strong and long term impact towards the pedagogic development of China in her future days.

Published

1996-12-01

How to Cite

周 漢. (1996). 清末至抗日戰爭前我國教學法的改革: Pedagogic Reform in China during the period from the end of the Ching Dynasty to before the Sino-Japanese War. 人文中國學報, 3, 47–90. https://doi.org/10.24112/sinohumanitas.32313

Issue

Section

論文