民国三代教育家及其历史使命  

Three Generations of Educators and their Historical Mission in the Period of the Republic of China

作　　者：葛畅[1] 吴黛舒[1] 

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）》2016年第2期37-41,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社科基金课题"教育改革行为的发生与发展研究"(BHA100052)

摘　　要：根据时间顺序和对教育作用和影响的不同,民国教育家可以大体分为三代:清末民初时期,第一代教育家开拓奠定了近代教育的基础,为我国教育现代化起步起到思想先导作用;20世纪20年代前后,第二代教育家承袭上一代教育家的路线并拓宽了具体的教育领域,在教育理论和教育实践层面进行了创造和突破;30年代左右,随着教育学科的不断完善,第三代门类教育家出现并活跃,他们成为了我国现代学术体系的学科泰斗和权威。三代教育家的教育经历不同,知识结构不一,在我国近现代教育发展中,承担了不同的历史使命,发挥了不同的作用。This paper focuses on the exploration of the vital role of the three generations of educators in the development of China＇s modern education in the period of the Republic of China. In the end of the Qing Dynasty, the first generation laid the foundation of the modern education and played the leading role of ideology in starting our educational modernization; in 1920 s, the second generation inherited the former generation＇s routes and broadened the specific fields of education, making breakthroughs in the stage of educational theory and practice; and in 1930 s, with the continuous improvement of educational disciplines, the third generation played an active part in education and became the pillars of the disciplines and authorities in the modern academic circle.

关 键 词：民国教育家 现代教育 知识结构 历史使命 

分 类 号：G40-09[文化科学—教育学原理]