本文關鍵詞：戊戌維新派的啟蒙教育思想與實踐研究　出處：《山東師范大學》2015年碩士論文　論文類型：學位論文

  更多相關文章： 戊戌維新派 啟蒙 教育思想 實踐

【摘要】：對中國知識分子而言，甲午中日海戰(zhàn)的失敗，成為奇恥大辱，也成為他們思想轉變的契機。從“天朝大國”迷夢中驚醒的戊戌維新派，開始由熱衷讀書入仕轉而關注民族與國家的命運，思考中國如何才能在日益復雜多變的世界格局中求得生存和發(fā)展，走上了一條探索救國救民的思想啟蒙道路。 戊戌維新志士的啟蒙教育思想促成了中國近代史上思想解放的潮流，對民眾思想的解放、知識分子實踐能力的增強、社會風氣的轉變、啟蒙隊伍的壯大產生重要影響。從一定程度上講，他們的啟蒙教育思想推動了中國教育近代化進程，促使新教育體制不斷完善和資產階級新教育理論的形成與發(fā)展。以“人”為中心，關注“人”的基本價值，在認識人的基礎上進行教育實踐，形成了戊戌維新派啟蒙教育思想的典型特點。當然，他們在對國民進行思想啟蒙的同時，也實現著自身啟蒙，不斷地在啟蒙者與被啟蒙者之間轉換，引領國民走出“中世紀”的黑暗，開啟民智，共同探討對“人”的基本認識，使其擁有個體獨立和個性自由，進而實現民族獨立和國家富強。這一點，對今日教育有諸多啟示。 論文由緒論、“戊戌維新派啟蒙教育思想產生的社會文化背景”、“戊戌維新派啟蒙教育思想的基本內涵”、“戊戌維新派啟蒙教育思想的實踐”、“戊戌維新派啟蒙教育思想的特點、局限性及時代影響”、“戊戌維新派啟蒙教育思想對當今教育的啟示”五個部分構成。 緒論主要論述了選題緣由、研究意義、文獻綜述、概念界定、創(chuàng)新點、研究思路與方法六個方面。 第一章，啟蒙教育思想產生的社會文化背景。本部分主要從社會的政治、經濟、文化三個方面展開。其中對學術文化背景的分析主要圍繞西方啟蒙教育思想、明末清初的早期啟蒙教育思想和早期改良派的啟蒙教育思想三個角度進行闡述。 第二章，啟蒙教育思想的基本內涵。本部分主要從“批判舊學，提倡西學”、“樹立新的人才觀，培養(yǎng)‘特色之國民’”、“科學和民主并重”三個方面對戊戌維新派的啟蒙教育思想進行論述。 第三章，啟蒙教育思想的實踐。主要通過建學堂、辦報刊、組織學會、翻譯書籍和改革科舉考試制度等途徑來實踐其啟蒙教育思想。 第四章，啟蒙教育思想與實踐的特點、局限性及時代影響。啟蒙教育思想的特點主要有兩個：思想啟蒙與救亡圖存相結合、輿論宣傳與社會實踐互為表里。啟蒙教育思想與實踐的局限性則主要從啟蒙教育教育思想的不成熟性和啟蒙教育實踐對象的局限性兩個方面進行闡述。啟蒙教育思想實踐的時代影響，從民眾思想的轉變、知識分子實踐能力的增強、社會風氣和氛圍的轉變以及鄉(xiāng)紳、官員加入啟蒙教育隊伍四個方面予以解讀。 第五章，，啟蒙教育思想與實踐對當今教育的啟示。針對當今的教育問題，戊戌維新派的啟蒙教育思想與實踐主要從沖決應試教育的藩籬、摒棄功利主義的教育價值取向、培養(yǎng)科學的思維方式和探究精神、實現自由民主的教育目的四個方面為當今教育提供借鑒。
[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.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G40-092

【參考文獻】

相關期刊論文 前10條

1 翟永明;試論五四啟蒙思潮的局限[J];東岳論叢;2004年02期

2 陳友良,林鴻生;略論嚴復的科學教育思想[J];福建師大福清分校學報;2002年01期

3 劉德華;明末清初的早期啟蒙教育思想[J];北京師范大學學報;1984年03期

4 李忠;;“適應”還是“引領”:教育發(fā)展路徑的不同選擇[J];教育理論與實踐;2011年28期

5 田兵權,陳國慶;梁啟超啟蒙思想的歷史價值[J];西北農林科技大學學報(社會科學版);2004年06期

6 李長偉,徐瑩暉;功利主義教育目的與人的工具化[J];內蒙古師范大學學報(教育科學版);2004年09期

7 王筱寧;李忠;;清代官學教育的特點——兼論適應性教育的后果及其啟示[J];教育理論與實踐;2012年31期

8 張祖民;;晚清維新派的啟蒙教育思想及其現實意義[J];菏澤學院學報;2013年03期

9 郭法奇;;如何從應試教育走向素質教育——基于《教育規(guī)劃綱要》及教育歷史的實證分析[J];河北師范大學學報(教育科學版);2013年11期

10 徐啟彤;;鄭觀應的啟蒙教育思想述論[J];教育評論;1991年01期

本文編號：1380695