published_or_final_version / Chinese / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

陳志超. / Thesis (M.A.)--香港中文大學敎育學院. / Reprint of manuscript. / Includes bibliographical references (leaves 202-217). / Chen Zhichao. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 一 --- 研究問題及目的 --- p.1 / Chapter 二 --- 有關文獻的評論 --- p.22 / Chapter 三 --- 研究方法及資料 --- p.41 / Chapter 四 --- 晚清教育改革所導致的教育轉變 --- p.52 / Chapter 五 --- 前述研究的一個個案：劉坤一教育改革的研究 --- p.157 / Chapter 六 --- 結論 --- p.196 / Chapter 七 --- 參考書目 --- p.202

葉國洪. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 170-[188]). / Ye Guohong. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 〈一〉 --- 研究目的及問題 --- p.1 / Chapter 〈二〉 --- 研究方法　 --- p.3 / Chapter 第二章 --- 資料舉隅 --- p.14 / Chapter 第三章 --- 學部成立之背景 --- p.23 / Chapter 〈一〉 --- 新教育萌芽的背景 --- p.23 / Chapter 〈二〉 --- 新教育的醞釀 --- p.24 / Chapter 〈三〉 --- 新學制的形成 --- p.26 / Chapter 〈四〉 --- 新學制的內容及評論 --- p.33 / Chapter 〈五〉 --- 科舉制度的廢止 --- p.44 / Chapter 第四章 --- 學部之成立 / Chapter 〈一〉 --- 學部成立前新教育的中央教育行政機構 --- p.68 / Chapter 〈二〉 --- 學部成立的經過 --- p.72 / Chapter 〈三〉 --- 學部的組織 --- p.83 / Chapter 〈四〉 --- 學部的職權與財政 --- p.90 / Chapter 〈五〉 --- 學部人事 --- p.100 / Chapter 〈六〉 --- 學部與地方新教育行政機關 --- p.105 / Chapter 第五章 --- 學部成立後對新式教育的貢獻 --- p.126 / Chapter 〈一〉 --- 頒布教育宗旨 --- p.126 / Chapter 〈二〉 --- 女子教育之推廣 --- p.133 / Chapter 〈三〉 --- 小學教育之革新 --- p.134 / Chapter 〈四〉 --- 中學教育之改革 --- p.135 / Chapter 〈五〉 --- 高等教育之改革 --- p.136 / Chapter 〈六〉 --- 普及教育之推廣 --- p.137 / Chapter 〈七〉 --- 師範教育之推廣 --- p.137 / Chapter 〈八〉 --- 留學教育之管理 --- p.137 / Chapter 〈九〉 --- 簡易識字學塾之設立 --- p.139 / Chapter 〈十〉 --- 中央教育會之設立　 --- p.142 / Chapter 第六章 --- 結論 --- p.159 / 參考書目 --- p.170

據稿本複印 / 論文(哲學敎育碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 112-118 / 劉玉玲. / Chapter 第一章 --- 研究背景 / Chapter 第一節 --- 西風東漸下的適應對策 / Chapter 一 --- 教育改革 / Chapter 二 --- 教育思想 / Chapter 第二節 --- 研究動機與問題 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 原始史料舉隅 / Chapter 第二節 --- 傳統婦女生活的文獻 / Chapter 一 --- 傳統婦女生活的具體問題 / Chapter 二 --- 婦女生活史 / Chapter 第三節 --- 晚清教育改革下興辦女學的文獻 / Chapter 一 --- 晚清婦女教育 / Chapter 二 --- 興辦女學的勢力 / Chapter 第四節 --- 小結 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究範疇 / Chapter 第二節 --- 研究方法 / Chapter 第三節 --- 分析觀點 / Chapter 第四章 --- 巨變前夕的婦女生活與教育 / Chapter 第一節 --- 生活實踐與社會陋俗 / Chapter 第二節 --- 思想規範與女教書籍 / Chapter 第三節 --- 從識字到求學問 / Chapter 第四節 --- 小結 / Chapter 第五章 --- 創辦突破性的基督教女學堂的目的與對策(1842-1911) / Chapter 第一節 --- 基督教辦學的壓力與障礙 / Chapter 一 --- 侵略者形像 / Chapter 二 --- 中西文化差異下的官紳反教 / Chapter 三 --- 政府的態度 / Chapter 第二節 --- 堅持傳道的辦學目標 / Chapter 一 --- 從傳道到辦學 / Chapter 二 --- 傳教士作為辦女學的重要媒介 / Chapter 三 --- 創辦女學堂的目的 / Chapter 第三節 --- 基督教辦女學堂的本土化與世俗化取向 / Chapter 一 --- 小史 / Chapter 二 --- 對象的轉變 / Chapter 三 --- 課程的安排 / Chapter 第四節 --- 小結 / Chapter 第六章 --- 本土地方官紳興辦女學堂的潮流(1898-1911) / Chapter 第一節 --- 提論與事實的序列 / Chapter 第二節 --- 本土興辦女學目的的研究 / 同情婦女的先覺者 / Chapter 二 --- 為富強而辦女學 / Chapter 三 --- 創辦女學及其目的實踐的障礙 / Chapter 第三節 --- 本土興辦女學堂在學生與課程方面的特色 / Chapter 一 --- 發展概況 / Chapter 二 --- 收生對象的年齡與身份 / Chapter 三 --- 課程安排-德智體三育 / Chapter 四 --- 女學生形像-從校園走出社會 / Chapter 第四節 --- 小結 / Chapter 第七章 --- 總論 / 參考書目

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This study is an analysis of changing attitudes towards education in China from the turn of the twentieth century to the May Fourth Movement in 1919. The focus is primarily on popular education (e.g., public lectures, spare-time schools, libraries), although there is discussion of education in general, since an overall context is required in order to highlight changes of attitudes. With the abolition of the traditional civil service examinations, which had been designed to recruit government officials, in 1905 and the implementation of a modern, government school system designed to train a patriotic, loyal and hard-working citizenry, Chinese officials and educators began to stress the importance of general and popular education. In contrast to previous English-language studies that have tended to emphasize the "democratic" aspect of western educational influence on China (especially with relation to the philosophy of John Dewey), this study will seek to show that Chinese educators were attracted to quite different aspects of western educational practice. With regard to the formal school system, Chinese educators praised the centralisation, uniformity, discipline, strict supervision of textbooks and inculcation of patriotic ideals which characterized education in the West. Popular, or social, education, which "reformed" the lower classes by emphasizing hard work, patriotism and public hygiene, was also seen as an important factor explaining the strength of Japan and the West. There was much discussion, for example, of censorship in the West as a useful tool to "reform" popular culture and hence improve the quality of the people. Another development after 1905 was the change in attitudes towards vocational education. Chinese educators, in fact, argued for a closer link between education and economic development. In order to compete in the international arena, they argued, education had to train people who could "earn a livelihood," thus benefitting themselves and the country. The promotion of vocational education was also accompanied by changes in attitudes towards manual labour. Such a trend was fully evident in the work-study movement, which was promoted among Chinese workers and students in France. Another feature of discussions on popular education during these years was the idea that formal school education was not fulfilling its required task, that of training a united and patriotic citizenry. Schools were criticized for fostering elitism, division and individualism. Thus it was hoped that public lectures, for example, would stress the virtues of cooperation, unity and concern for the public good. The work-study movement was designed, amongst other things, to break down the traditional social barrier between intellectuals and workers. This study also helps to place educational debate in China during these years within a wider context—in two ways. Firstly, reference is made to educational debates in the West which were often very similar to the discussions being carried out in China. The debate on vocational versus a humanist education, for example, which raged in Germany at the turn of the century was occurring in China at the same time. In other features of Chinese educational practice at this time, such as the elimination of the Confucian Classics from the primary and middle school curricula and the overriding importance Chinese educators placed on a single-track system in order to preserve a certain egalitarianism in education, China was in advance of countries such as England or France. Secondly, this study will show that the issues debated in China at this time were to have a crucial relevance for educational debates in post-49 China. Such issues included the relative merits of a well-structured, formal school system versus a wider network of less well-equipped spare-time schools, and the importance of intellectuals participating in manual labour. The primary sources used in this study comprise contemporary educational journals, the writings of educators at the time, and educational laws and regulations. In 1909 the first Chinese journal specifically devoted to education—"The Educational Review" (Jiaoyu Zazhi)—was published. During the early years of the Republic, a number of journals on education appeared, most of them only lasting a few years. Such journals contained essays on educational topics, the texts of educational laws and regulations and educational news from individual provinces. These journals, in addition to the 5-volume and 4-volume collections of documents on education edited by Taga Akigoro and Shu Xincheng respectively have proved indispensable to this study. / Arts, Faculty of / History, Department of / Graduate

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published_or_final_version / abstract / Chinese Historical Studies / Master / Master of Arts

published_or_final_version / abstract / Chinese Historical Studies / Master / Master of Arts