中国现代教科书发展的“黄金二十年”  

“Two Golden Decades” in the Advance of Modern Textbooks in China

作　　者：吴小鸥[1] 褚兴敏 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2014年第4期16-22,共7页Journal of Ningbo University(Educational Science Edition)

基　　金：全国教育科学"十一五"规划教育部重点课题(DAA100187);浙江省哲学社会科学规划一般课题(12JCJY14YB)

摘　　要：从1903开始,中国现代教科书发展进入"黄金二十年",并在1922年新学制教科书达到最高峰。这期间,教科书种类呈现多样性,与学制规定课程名称不完全吻合,以满足实际教学需求为主导,学科门类、名称、知识、术语基本定型。教科书编排力求科学性,注重理论指导及教育心理规律,以儿童生活经验为主导,诠释教育之人性意义。教科书制度凸显支持性,官方审定信息多渠道发布,以鼓励优良教科书为主导,成就了出版的多元良性竞争。教科书编撰出版形成地域性,留学生群体积极参与,以江浙地区知识分子为主导,张元济堪称现代教科书之父。教科书启蒙指向现代性,以对现代人及现代中国的召唤为主导,映射出风雨如晦岁月中教育有为的思想样貌。The year 1903 saw the development of modem Chinese textbooks into the ＂two golden decades,＂ reaching a peak of new academic textbooks in 1922, during which textbooks were characteristic of species diversity, inconsistency with the planned courses, teaching demand orientation, and fixation of disciplines, names, knowledge and terminology. The scientifically-compiled books, directed in theories and educational psychology, focused on children＇s life experience to strengthen the sense of humanistic education; institutionally supported by authorities concerned, official validation of information was published in multi-channels to encourage good textbooks, thus realizing plurally favorable competition in publications; and books publication was localized with overseas returnees participation, which was dominated by the intellectuals in Zhejiang Province typically represented by Zhang Yuanji, father of modem textbooks. Textbooks Enlightenment highlighted modernity in answer to the call for education in the grim and grave years of modem and contemporary China.

关 键 词：教科书 黄金二十年 现代 中国 

分 类 号：G40-09[文化科学—教育学原理]