晏阳初中国特色乡村平民教育思想研究
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摘要
晏阳初(1890——1990)是中国现代著名的平民教育家,世界平民教育运动和乡村改造运动的奠基者,与爱因斯坦、杜威等并列荣获“现代世界最具革命性贡献十大伟人”的荣誉。他在我国教育理论上的突出贡献是创造平民教育理论和乡村教育理论,尤其是他的乡村教育理论有着丰富的内涵,对今天我国的农村教育和农村社会的发展仍大有裨益。晏阳初从中国当时农村社会的实际情况出发,针对中国农民现实存在的问题,富有创见的提出了解决方案,具有伟大的现实意义和现实价值。晏阳初认为乡村建设的使命是民族再造,只有改变“愚、穷、弱、私”的四大病症,才能改造出具有知识力、生产力、强健力和团结力的现代公民,所以他毕生从事于乡村建设事业,并取得了重大成就。
全文从晏阳初乡村平民教育思想的中国特色为切入点,除了引言与结语以外,主要分三个部分。
第一部分主要阐述了晏阳初中国特色乡村平民教育思想的来源。一是中国的儒家思想,二是西方的基督精神与民主科学,三是对苦力的深刻认识。通过对以上三方面的论述,得出晏阳初中国特色乡村平民教育思想的主要来源。
第二部分主要是全文的主体部分,是晏阳初对中国特色乡村平民教育实践的探索。主要是从晏阳初中国特色乡村平民教育探索的原因、实践和基本主张三方面入手,分析了晏阳初中国特色的乡村平民教育思想实践探索;
第三部分主要是论述其教育思想对我国农村教育的四点启示作用:一是农村教育要立足于国情,建立农村本土教育体系,二是深入民间,进行调查,三是本土化与国际化相结合,四是开拓创新的精神。因此,为当今的中国农村教育提供了一个可资借鉴的摹本。
Yan Yangchu(1890——1990) is an famous modern mass educator, the civilian educator in rural reform movement and the mass education movement, with Einstein and Dewey awarded in the most modern world revolutionary 10 great contribution. His education theory in China is to create the outstanding contribution civilian education theory and the theory of rural education, especially the rural education theory, which is important for the rural education and the rural social development in our country. Yan Yangchu proposed solutions according to the actual situation of China's farmers reality,which has great realistic meaning and practical value. What Yan Yangchu recognized the rural construction mission is to change the "fools, poor, weak, selfish" four diseases, reforming the knowledge, productivity and strong force and the unity of modern citizen, so he devoted all his life in rural construction and made great achievements.
The whole paper is divided into three parts except introduction and the concluding remarks. In this paper, I made idea of Yan Yangchu's Chinese characteristics of rural education as an entry point.
The first part describes the sources of idea of Yan Yangchu's characteristics of rural education. Firstly, China's Confucius thought, secondly, the spirit and democracy of Western Christian Science, and the third is the deep understanding of coolies. Through discussion of the above three aspects,we draw a conclusion on source of ideas of Yan Yangchu's Chinese characteristics of rural education.
The second part is the main part of the full text and the exploration of Yan Yangchu's Chinese characteristics of rural education.This paper analyzes the Yan Yangchu's Chinese characteristics of rural education mainly from the explore of the reasons,the practice and the basic ideas.
The third part mainly discusses his educational thought’s function on the rural education in China. Firstly, the rural education should be based on conditions, and we should set up rural local education system.Secondly, we should take part in the community and investigate. Thirdly, We should combinate localization with internationalization.The fourth is the spirit of innovation. Therefore, the ideas of Yan Yangchu's Chinese characteristics of rural education provides a copy reference for rural education today.
全文从晏阳初乡村平民教育思想的中国特色为切入点,除了引言与结语以外,主要分三个部分。
第一部分主要阐述了晏阳初中国特色乡村平民教育思想的来源。一是中国的儒家思想,二是西方的基督精神与民主科学,三是对苦力的深刻认识。通过对以上三方面的论述,得出晏阳初中国特色乡村平民教育思想的主要来源。
第二部分主要是全文的主体部分,是晏阳初对中国特色乡村平民教育实践的探索。主要是从晏阳初中国特色乡村平民教育探索的原因、实践和基本主张三方面入手,分析了晏阳初中国特色的乡村平民教育思想实践探索;
第三部分主要是论述其教育思想对我国农村教育的四点启示作用:一是农村教育要立足于国情,建立农村本土教育体系,二是深入民间,进行调查,三是本土化与国际化相结合,四是开拓创新的精神。因此,为当今的中国农村教育提供了一个可资借鉴的摹本。
Yan Yangchu(1890——1990) is an famous modern mass educator, the civilian educator in rural reform movement and the mass education movement, with Einstein and Dewey awarded in the most modern world revolutionary 10 great contribution. His education theory in China is to create the outstanding contribution civilian education theory and the theory of rural education, especially the rural education theory, which is important for the rural education and the rural social development in our country. Yan Yangchu proposed solutions according to the actual situation of China's farmers reality,which has great realistic meaning and practical value. What Yan Yangchu recognized the rural construction mission is to change the "fools, poor, weak, selfish" four diseases, reforming the knowledge, productivity and strong force and the unity of modern citizen, so he devoted all his life in rural construction and made great achievements.
The whole paper is divided into three parts except introduction and the concluding remarks. In this paper, I made idea of Yan Yangchu's Chinese characteristics of rural education as an entry point.
The first part describes the sources of idea of Yan Yangchu's characteristics of rural education. Firstly, China's Confucius thought, secondly, the spirit and democracy of Western Christian Science, and the third is the deep understanding of coolies. Through discussion of the above three aspects,we draw a conclusion on source of ideas of Yan Yangchu's Chinese characteristics of rural education.
The second part is the main part of the full text and the exploration of Yan Yangchu's Chinese characteristics of rural education.This paper analyzes the Yan Yangchu's Chinese characteristics of rural education mainly from the explore of the reasons,the practice and the basic ideas.
The third part mainly discusses his educational thought’s function on the rural education in China. Firstly, the rural education should be based on conditions, and we should set up rural local education system.Secondly, we should take part in the community and investigate. Thirdly, We should combinate localization with internationalization.The fourth is the spirit of innovation. Therefore, the ideas of Yan Yangchu's Chinese characteristics of rural education provides a copy reference for rural education today.
引文
[1]宋恩荣.晏阳初对中国教育现代化与本土化的思考[J].河北师范大学学报(教育科学版),1998,1(2):47-59,69.
[2]薛伟强.晏阳初研究八十年[J].河北学刊,2006,26(2):123-127.
[3]姜荣耀.试论晏阳初平民教育思想的特点[J].四川师范大学学报(社会科学版),1995,22(1):63-69.
[4]詹一之.一项为现代民主国家奠基的工作——重新认识晏阳初平民教育乡村建设试验[C].见:宋恩荣主编.教育与社会发展——晏阳初思想国际学术研讨会论文集.长沙:湖南教育出版社,1991.76-86.
[5]李文珊.试论晏阳初的现代民本思想[J].河南社会科学,2004,12(4):30-31.
[6]周逸先.晏阳初平民教育与乡村改造方法论初探[J].高等师范教育研究,2002,14(3):76-80.
[7]夏辉映.论晏阳初实践的教育哲学[C].见:宋恩荣主编.教育与社会发展——晏阳初思想国际学术研讨会论文集.长沙:湖南教育出版社,1991.61-75.
[8]唐献玲.晏阳初平民教育思想研究[D]:[硕士学位论文].南京:南京师范大学公共管理学院,2006.
[9]孙诗锦,龙秀清.晏阳初研究的回顾与展望[J].天津师范大学学报(社会科学版),2006(2):36-42.
[10]李名梁.中国特色职业教育的内涵、特征及形成机制[J].职教通讯,2006,7:16-18.
[11][21]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.508.
[12]史振厚.晏阳初乡村改造思想初探[D]:[硕士学位论文].长沙:湖南师范大学文学院,2002.
[13]陈敏.晏阳初平民教育思想及启示[D]:[硕士学位论文].广西:广西师范大学马列学院,2003.
[14][20]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.557.
[15]孙培青.中国教育史(修订版)[M].上海:华东师范大学出版社,2000.335.
[16][17][48]吴相湘.晏阳初传[M].湖南:岳麓书社出版社,2001.24-25,25,177-178.
[18]Teltsch Kathleen Worker for Poor Will be Honored[N].Publisher of The New York Times,1983-10-16(43).
[19][30][54][58][59][62]宋恩荣.晏阳初文集[M].北京:教育科学出版社,1989.67,172,44,80,178,23.
[22]宋恩荣.告语人民[M].桂林:广西师范大学出版社,2003.216.
[23][24][52]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.465.
[25][26][35][38][39][41][42][43][45][46][47][55][60][61]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.68,47-48,264,326,328,248-249,329,308,260,338,330,299,198,196.
[27][53]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.5.
[28][32][34]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.247.
[29][51]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.129-130.
[31][56]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.297.
[33]王琦.晏阳初乡村教育实践的现代价值——晏阳初平民教育思想对当代农民职业教育的启示[D]:[硕士学位论文].上海:华东师范大学职业教育与成人教育研究所,2005.
[36]田成刚.晏阳初:农民问题的理论与实践[D]:[硕士学位论文].上海:华东师范大学人文学院,2004.
[37][40]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.248.
[44]李景汉.定县社会概况调查[M].北京:上海人民出版社,2005.754.
[49]张爱梅.裴斯泰洛齐和晏阳初乡村教育理论与实践之比较[D]:[硕士学位论文].开封:河南大学教育系,2007.
[50]李海云.新教育中国化运动研究[D]:[博士学位论文].上海:华东师范大学教育科学学院,2006.
[57]张春喜.试论陶行知乡村教育思想及其现实意义[D]:[硕士学位论文].武汉:华中师范大学历史学院,2007.
[63][65]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.135-136,184.
[64]王小丁.创新——晏阳初平民教育思想的主旋律[J].教育理论与实践,2005,25(9):24-26.
[66]Wen Tiejun Deconstructing Mondernization[J].Chinese Sociology and Anthropology 2007,39(4):10-25.
[2]薛伟强.晏阳初研究八十年[J].河北学刊,2006,26(2):123-127.
[3]姜荣耀.试论晏阳初平民教育思想的特点[J].四川师范大学学报(社会科学版),1995,22(1):63-69.
[4]詹一之.一项为现代民主国家奠基的工作——重新认识晏阳初平民教育乡村建设试验[C].见:宋恩荣主编.教育与社会发展——晏阳初思想国际学术研讨会论文集.长沙:湖南教育出版社,1991.76-86.
[5]李文珊.试论晏阳初的现代民本思想[J].河南社会科学,2004,12(4):30-31.
[6]周逸先.晏阳初平民教育与乡村改造方法论初探[J].高等师范教育研究,2002,14(3):76-80.
[7]夏辉映.论晏阳初实践的教育哲学[C].见:宋恩荣主编.教育与社会发展——晏阳初思想国际学术研讨会论文集.长沙:湖南教育出版社,1991.61-75.
[8]唐献玲.晏阳初平民教育思想研究[D]:[硕士学位论文].南京:南京师范大学公共管理学院,2006.
[9]孙诗锦,龙秀清.晏阳初研究的回顾与展望[J].天津师范大学学报(社会科学版),2006(2):36-42.
[10]李名梁.中国特色职业教育的内涵、特征及形成机制[J].职教通讯,2006,7:16-18.
[11][21]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.508.
[12]史振厚.晏阳初乡村改造思想初探[D]:[硕士学位论文].长沙:湖南师范大学文学院,2002.
[13]陈敏.晏阳初平民教育思想及启示[D]:[硕士学位论文].广西:广西师范大学马列学院,2003.
[14][20]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.557.
[15]孙培青.中国教育史(修订版)[M].上海:华东师范大学出版社,2000.335.
[16][17][48]吴相湘.晏阳初传[M].湖南:岳麓书社出版社,2001.24-25,25,177-178.
[18]Teltsch Kathleen Worker for Poor Will be Honored[N].Publisher of The New York Times,1983-10-16(43).
[19][30][54][58][59][62]宋恩荣.晏阳初文集[M].北京:教育科学出版社,1989.67,172,44,80,178,23.
[22]宋恩荣.告语人民[M].桂林:广西师范大学出版社,2003.216.
[23][24][52]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.465.
[25][26][35][38][39][41][42][43][45][46][47][55][60][61]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.68,47-48,264,326,328,248-249,329,308,260,338,330,299,198,196.
[27][53]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.5.
[28][32][34]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.247.
[29][51]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.129-130.
[31][56]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.297.
[33]王琦.晏阳初乡村教育实践的现代价值——晏阳初平民教育思想对当代农民职业教育的启示[D]:[硕士学位论文].上海:华东师范大学职业教育与成人教育研究所,2005.
[36]田成刚.晏阳初:农民问题的理论与实践[D]:[硕士学位论文].上海:华东师范大学人文学院,2004.
[37][40]宋恩荣.晏阳初全集(第一卷)[M].长沙:湖南教育出版社,1989.248.
[44]李景汉.定县社会概况调查[M].北京:上海人民出版社,2005.754.
[49]张爱梅.裴斯泰洛齐和晏阳初乡村教育理论与实践之比较[D]:[硕士学位论文].开封:河南大学教育系,2007.
[50]李海云.新教育中国化运动研究[D]:[博士学位论文].上海:华东师范大学教育科学学院,2006.
[57]张春喜.试论陶行知乡村教育思想及其现实意义[D]:[硕士学位论文].武汉:华中师范大学历史学院,2007.
[63][65]宋恩荣.晏阳初全集(第二卷)[M].长沙:湖南教育出版社,1989.135-136,184.
[64]王小丁.创新——晏阳初平民教育思想的主旋律[J].教育理论与实践,2005,25(9):24-26.
[66]Wen Tiejun Deconstructing Mondernization[J].Chinese Sociology and Anthropology 2007,39(4):10-25.