61种中国教育史教材所选入近现代教育人物分析——兼论中国近现代教育家群体的形成
|
摘要
1978—2015年间中国大陆地区出版中国近现代教育史教材61种,共选入近现代教育人物68人,按其被选入频次可分为高频人物(5人)、中高频人物(8人)、中频人物(8人)、低频人物(47人)。所选入人物的重要性与被收入频次基本对应,选入频次的前5位是蔡元培(58次)、康有为(52次)、张之洞(51次)、梁启超(51次)、陶行知(49次),未有哪一位教育家被所有教材收入。统计发现,受近现代史和政治等因素的影响,61种教材明显存在人物评价被高估(如龚自珍、魏源、李大钊、鲁迅等)和被低估(如陈鹤琴、胡适、陈独秀等)的情况。总体上,专门教育人物不断受到重视,但程度稍显不够,尚待强化。教材中的近现代教育人物群体,始创于沈灌群的《中国教育史教学大纲(草案)》,初步形成于陈景磐的《中国近代教育史》和陈元晖的《中国现代教育史》,集中体现于王炳照等编《中国教育史》、喻本伐等著《中国教育发展史》和孙培青主编《中国教育史》。综合61种教材的整体分析、三种典型教材的具体分析及教育史学科的发展趋势,本文提出近现代教育人物核心群体11人,基本群体20人,供后继的教材编撰者参考。
From the year of 1978 to 2015, there were 61 kinds of Chinese Educational History textbooks published and 68 educational figures taken into these textbooks. According to the frequency of being selected, the group can be divided into High-Frequency figures, Between-Middle-And-High-Frequency figures, Middle-Frequency figures, and Low-Frequency figures, with the number of them of 5,8,8, and 47, respectively. In addition, the significance of the selected figures corresponds with the frequency of being selected. For example, the top five on frequency is Cai Yuanpei(58 times),Kang Youwei(52 times),Zhang Zhidong(51 times),Liang Qichao(51 times), and Tao Xingzhi(49 times). Meanwhile, no educationalists have been taken into all textbooks. The statistics revealed both overestimation and underestimation of character evaluations in 61 kinds of textbooks. Some famous people, such as Gong Zizhen, Wei Yuan, Chen Duxiu, Li Dazhao, Lu Xun, were overrated; while some people like Chen Heqin, Hu Shi, Chen Duxiu were underrated. Generally speaking, the specialized educational figures have been valued constantly, however, the extent to which they are valued is slightly not enough, which needs to be strengthened. The group of modern educational figures in the textbooks was originally founded in Shen Guanqun's formulating of The Syllabus of Chinese Educational History(draft), roughly formed in Chen Jingpan's The History of Modern Education in China and Chen Yuanhui's The History of Contemporary Education in China as well as epitomized in The History of Chinese education compiled by Wang Bingzhao, The History of China's Educational Development written by Yu Benfa and The History of Chinese education edited by Sun Peiqing. Integrating the global analysis on 61 kinds of textbooks, the specific analysis on three kinds of typical textbooks and the developmental trend of the subject of education history, the article comes to the conclusion that there were 11 core persons and 20 basic persons among educational figures of modern and contemporary times, so as to provide references for subsequent textbook compilers.
From the year of 1978 to 2015, there were 61 kinds of Chinese Educational History textbooks published and 68 educational figures taken into these textbooks. According to the frequency of being selected, the group can be divided into High-Frequency figures, Between-Middle-And-High-Frequency figures, Middle-Frequency figures, and Low-Frequency figures, with the number of them of 5,8,8, and 47, respectively. In addition, the significance of the selected figures corresponds with the frequency of being selected. For example, the top five on frequency is Cai Yuanpei(58 times),Kang Youwei(52 times),Zhang Zhidong(51 times),Liang Qichao(51 times), and Tao Xingzhi(49 times). Meanwhile, no educationalists have been taken into all textbooks. The statistics revealed both overestimation and underestimation of character evaluations in 61 kinds of textbooks. Some famous people, such as Gong Zizhen, Wei Yuan, Chen Duxiu, Li Dazhao, Lu Xun, were overrated; while some people like Chen Heqin, Hu Shi, Chen Duxiu were underrated. Generally speaking, the specialized educational figures have been valued constantly, however, the extent to which they are valued is slightly not enough, which needs to be strengthened. The group of modern educational figures in the textbooks was originally founded in Shen Guanqun's formulating of The Syllabus of Chinese Educational History(draft), roughly formed in Chen Jingpan's The History of Modern Education in China and Chen Yuanhui's The History of Contemporary Education in China as well as epitomized in The History of Chinese education compiled by Wang Bingzhao, The History of China's Educational Development written by Yu Benfa and The History of Chinese education edited by Sun Peiqing. Integrating the global analysis on 61 kinds of textbooks, the specific analysis on three kinds of typical textbooks and the developmental trend of the subject of education history, the article comes to the conclusion that there were 11 core persons and 20 basic persons among educational figures of modern and contemporary times, so as to provide references for subsequent textbook compilers.
引文
[1] 杜成宪,张继玺.20世纪关于中国教育史发展线索问题的探索[J].华东师范大学学报(教育科学版),2001(4):66-72.
[2] 杜成宪.20世纪关于中国教育史分期问题的探索[J].华东师范大学学报(教育科学版),2000(3):85-90.
[3] 谢文庆.论现代化视域下的中国近代教育史研究范式[J].大学教育科学,2012(5):88-92.
[4] 孙培青,李国钧.沈灌群教育论稿[M].上海:华东师范大学出版社,1993:236-241.
[5] 刘立德.改革开放30年来中国教育史学科教材建设反思与前瞻[J].河北师范大学学报(教育科学版),2008(5):5-10.
[6] [英]柯林武德.历史的观念(增补版)[M].何兆武,张文杰,陈新,译.北京:北京大学出版社,2010:8.附录:61种中国教育史教材(近现代)书目
[2] 杜成宪.20世纪关于中国教育史分期问题的探索[J].华东师范大学学报(教育科学版),2000(3):85-90.
[3] 谢文庆.论现代化视域下的中国近代教育史研究范式[J].大学教育科学,2012(5):88-92.
[4] 孙培青,李国钧.沈灌群教育论稿[M].上海:华东师范大学出版社,1993:236-241.
[5] 刘立德.改革开放30年来中国教育史学科教材建设反思与前瞻[J].河北师范大学学报(教育科学版),2008(5):5-10.
[6] [英]柯林武德.历史的观念(增补版)[M].何兆武,张文杰,陈新,译.北京:北京大学出版社,2010:8.附录:61种中国教育史教材(近现代)书目