论晚清教育的变革与断裂  

The Reform and Cultural Rupture of Education in the Late Qing Dynasty

作　　者：戴红宇 张荣伟[2] DAI Hong-yu;ZHANG Rong-wei(Department of Normal Education,Sanming University,Sanming 365004,China;College of Education,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]三明学院师范学部,福建三明365004 [2]福建师范大学教育学院,福建福州350007

出　　处：《江南大学学报（人文社会科学版）》2019年第5期63-70,共8页Journal of Jiangnan University：Humanities & Social Sciences Edition

基　　金：2018年度福建省社会科学规划项目“课程视野下晚清理学对福建学校教育的影响及实践研究”(FJ2018X005)

摘　　要：晚清时期教育近代化变革的主要目的在于富国、强国,从而维护清王朝的统治,但由于教育近代化的被动性,变革是非系统且自下而上的。教育变革的演进,既有传统文化的自觉,也有对西方文化冲击的回应。由于无法真正地充实传统文化的内核,"中学为体"聚焦在维护皇权统治上,而非造就新人;"西学"在教育上的内涵外延日益丰富,经历了由器物到制度再到思想的演变。"中体西用"的宗旨面临着"体用不二"的挑战,近代化带来的文化认同危机也产生了伦理危机,对传统的人身依附关系提出挑战。道德体系及道德教育模式解构与建构的乏力,从社会伦理关系上加剧了传统文化的断裂。The main purpose of educational modernization reform in the late Qing Dynasty was to enrich and strengthen the country so as to maintain the rule of the Qing Dynasty. However, due to the passivity of educational modernization, the reform was non-systematic and bottom-up. The evolution of educational reform involved not only the consciousness of traditional culture, but also the response to the impact of Western culture. But the reform failed to enrich the core of traditional culture, "Chinese learning as the fundamental structure" focuses on the protection of imperial rule, rather than on early newcomers. Evolved from utensils to systems, and then to ideology, the connotation and denotation of western culture in education became increasingly rich. The purpose of "Chinese essence and Western utility" is facing the challenge of "unity of substance and function" and the crisis of cultural identity brought about by modernization has also led to ethical crisis. The weakness of deconstruction and construction of moral system and moral education model aggravated the rupture of traditional culture from the perspective of social ethical relations.

关 键 词：晚清教育 中体西用 变革与断裂 

分 类 号：G529[文化科学—教育学]