西学东渐中的博弈:以近代中国特殊教育为例  

Entanglement in the Spread of Western Learning to the East:Taking Special Education in Modern China as an Example

作　　者：郭卫东[1] Guo Wei-dong(History Department,Peking University,Beijing 100871,China)

机构地区：[1]北京大学历史学系,北京100871

出　　处：《山西师大学报（社会科学版）》2022年第4期86-93,共8页Journal of Shanxi Normal University(Social Science Edition)

基　　金：国家社科基金重大项目“中国特殊教育通史”(21&ZD221)。

摘　　要：西学东渐的进程相当复杂,其中,既有受到中国欢迎接纳的一面,也有遇到排斥抵制的一面,起伏之间有明显的时段性。此多重面相在受西学影响尤深的特殊教育领域有充分表现。近代范式的特殊教育由基督教士引入中国,是教育领域中最早系统采用“西制”“西学”的学科。但到1930年代前后,情形转变,无论是经办人、师资、课程、经费来源等都表现出“中国化”乃至“非西化”的趋势。见微知著,实际上,从维新运动开展后风急浪高的西学东渐高潮,到此时势头减缓。The process of western learning spreading to the east is quite complicated.While western learning was welcomed by the Chinese people,it was also resisted.This multiple aspect is fully reflected in the field of special education,which is deeply influenced by western learning.Modern special education was introduced to China by Christian priests.It was the first discipline to systematically adopt“western mechanism”in the field of education.From the climax of the spread of western learning to the east after the reform movement of 1898 to the 1930s,it finally showed an ebb tide.

关 键 词：西学东渐 特殊教育 重要转折 

分 类 号：G760[文化科学—特殊教育学]