【摘要】：1840年鴉片戰(zhàn)爭爆發(fā)，中國開始走向半殖民地半封建社會，隨著清政府簽訂一系列不平等條約，民族矛盾不斷加深。部分具有先進思想的中國人大力發(fā)展民族工商業(yè)，這為職業(yè)教育的興起創(chuàng)造了條件；但由于陳舊的“官本位”的思想，學生接受教育內(nèi)容嚴重脫離實際生活，，學生所學非所用，處于畢業(yè)即失業(yè)的狀況，這成為教育家迫切需要解決的問題；“五四”文化運動的爆發(fā)，許多教育家把國外的先進思想尤其是杜威的實用主義學說引進中國，再加上黃炎培通過對美國、菲律賓、日本的實地考察，認識到發(fā)展職業(yè)教育的重要性；1921年正值新學制的討論和形成中，孟祿為新學制的改革提出了很多寶貴的意見，并為職業(yè)教育的發(fā)展指明方向。 本研究將中國早期職業(yè)教育的演變過程劃分為三個階段：初步探索期（1840—1904年）；初步調(diào)整期（1904—1912年）；正式確立期（1912—1922年）。并對每一階段的有關(guān)相應學制中關(guān)于實業(yè)教育或職業(yè)教育的具體規(guī)定給予了說明和闡述。另外，本研究以著名的職業(yè)教育家黃炎培、顧樹森、陶行知、鄒韜奮等人對有關(guān)職業(yè)教育的理解為切入點對中國早期職業(yè)教育的總體特征進行了歸納和總結(jié)，分別是（一）職業(yè)教育的社會化；（二）職業(yè)教育的平民性；（三）職業(yè)教育的實踐性；（四）職業(yè)教育的育人性。 本研究的最后一部分是對中國早期職業(yè)教育的思想淵源——杜威實用主義思想的論述，主要論述了杜威實用主義思想在中國興起的原因；杜威職業(yè)教育思想的主要內(nèi)容；杜威職業(yè)教育思想的主要特征。
[Abstract]:With the outbreak of the Opium War in 1840, China began to move towards a semi-colonial and semi-feudal society. With the signing of a series of unequal treaties by the Qing government, the ethnic contradictions deepened. Some Chinese with advanced ideas vigorously develop national industry and commerce, which creates conditions for the rise of vocational education, but because of the old "official standard" thought, students receive education content is seriously divorced from real life, students are not used for their studies, and are in the situation of unemployment after graduation, which has become an urgent problem for educators to solve. With the outbreak of the May 4th Cultural Movement, many educators introduced foreign advanced ideas, especially Dewey's pragmatism theory, into China. In addition, Huang Yanpei recognized the importance of developing vocational education through field visits to the United States, the Philippines and Japan. In 1921, during the discussion and formation of the new school system, Meng Lu put forward a lot of valuable opinions for the reform of the new school system and pointed out the direction for the development of vocational education. In this study, the evolution of early vocational education in China is divided into three stages: the preliminary exploration period (1840-1904), the preliminary adjustment period (1904-1912) and the formal confirmation period (1912-1922). At the same time, the specific provisions on industrial education or vocational education in the corresponding school system are explained and expounded. In addition, based on the understanding of vocational education by famous vocational educators Huang Yanpei, Gu Shusen, Tao Xingzhi and Zou Taofen, this study sums up and summarizes the overall characteristics of early vocational education in China, which are (1) the socialization of vocational education; (2) the civilian nature of vocational education; (3) the practicality of vocational education; and (4) the cultivation of human nature of vocational education. The last part of this study is the discussion of Dewey's pragmatism, which is the ideological origin of early vocational education in China, which mainly discusses the reasons for the rise of Dewey's pragmatism in China, the main contents of Dewey's vocational education thought and the main characteristics of Dewey's vocational education thought.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G719.2

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