试述民族融合的大趋势在唐朝教育中的体现  

On Embodiment of National-Integration Trend in Education of the Tang Dynasty

作　　者：欧阳蔓蓓[1] 

机构地区：[1]海南师范大学,海南海口571158

出　　处：《教育理论与实践（学科版）》2009年第12期14-16,共3页

摘　　要：唐朝是中国封建社会一次重要的民族大融合后的大发展时期。唐朝教育的教育思想,必然体现着民族大融合的趋势,唐朝的文教政策,正是体现了以汉族为主体的中华民族的文教政策特点。与中国封建社会的各朝代相比,唐朝教育呈现出从三教并存走向三教合一、官私学共同繁荣以及重视留学生教育等特点,这充分体现了唐朝民族融合的特点。教育思想是一个社会的生产力和生产关系之间的具体体现形式之一。与唐朝前期文学艺术的繁荣昌盛、学术教育的兴盛相比,唐朝前期的教育思想显得相对匮乏,这正说明,唐朝的教育发展状况和社会生产力的发展是基本适应的。The Tang Dynasty is the period of great development after an important national integration in China＇s feudal society. The educational thought in the Tang Dynasty must embody the trend of great national integration and the cultural and educational policy in the Tang Dynasty is just the manifestation of the characteristics of the Chinese nation＇s cultural and educational policy dominated by the Hart Compared to the dynasties in China＇s feudal society, the education of the Tang Dynasty developed into such characteristics as the change from three-religion-coexistence to three-religion-combination, the joint prosperity of Government and private schools and the emphasis on oversea education,which fully embodies the characteristics of national integration in the Tang Dynasty. Educational thinking is one of the concrete forms manifesting between productive forces and production relations in a society. Compared with the prosperity of literature, art and schooling in the early Tang Dynasty, the educational thought in the early Tang Dynasty appears to be relatively scarce, which just shows that the educational development in the Tang Dynasty is a fundamentally adaptable to the development of social productive forces.

关 键 词：民族融合 唐朝教育 教育思想 

分 类 号：G40-09[文化科学—教育学原理]