Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1984. / Bibliography: leaves 243-247. / Microfiche. / ix, 247 leaves, bound 29 cm

published_or_final_version / Chinese Historical Studies / Master / Master of Arts

許小光. / 手稿本 (c.2 -3 複印本) / Thesis (M.A.)--香港中文大學敎育學院. / Shou gao ben (c.2 -3 fu yin ben) / Includes bibliographical references (leaves 267-290). / Xu Xiaoguang. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 袁世凱的民事教育建設 --- p.28 / Chapter 第三章 --- 袁世凱的軍事教育建設 --- p.112 / Chapter 第四章 --- 袁世凱的教育思想及教育措置的特點 --- p.165 / Chapter 第五章 --- 袁世凱的教育改革的背景與動機 --- p.204 / Chapter 第六章 --- 結論 --- p.250

李漢英. / "2001年6月" / 論文 (哲學碩士)--香港中文大學, 2001. / 參考文獻 (leaves 120-128) / 附中英文摘要. / "2001 nian 6 yue" / Li Hanying. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (leaves 120-128) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 第二章 --- 女學的興起：淸末士大夫興女學的思潮 --- p.7 / Chapter 第一節 --- 女學的初議一早期改良派興女學的主張 --- p.7 / Chapter 第二節 --- 救亡的訴求一維新派興女學的實踐 --- p.9 / Chapter 第三節 --- 共和國的追求´ؤ革命派的女國民教育 --- p.13 / Chapter 第三章 --- 陳子褒的經歷及其教育救國的思想 --- p.16 / Chapter 第一節 --- 陳子褒的生平一由科舉士子到「婦孺之僕」 --- p.16 / Chapter 1. --- 由致力科舉的士子到維新派成員 --- p.16 / Chapter 2. --- 由維新派成員到致力教育救國的「婦孺之僕」 --- p.19 / Chapter 第二節 --- 教育救國思想的來源 --- p.24 / Chapter 1. --- 反抗外國侵略的愛國情懷 --- p.24 / Chapter 2. --- 基督的感召 --- p.27 / Chapter 3. --- 日本成功的先例 --- p.31 / Chapter 第三節 --- 陳子褒的教育救國理論 --- p.36 / Chapter 1. --- 培養中國人自立的精神 --- p.36 / Chapter 2. --- 提倡蒙學，培養救國人才 --- p.37 / Chapter 3. --- 以義學爲救國的命脈 --- p.38 / Chapter 4. --- 反對好古，倡白話淺說 --- p.40 / Chapter 5. --- 重視地理，擴展國家勢力 --- p.42 / Chapter 第四章 --- 女子教育的提倡及突破 --- p.46 / Chapter 第一節 --- 陳子褒興女學的理論 --- p.46 / Chapter 1. --- 批評教男不教女的風氣 --- p.46 / Chapter 2. --- 肯定女子讀書的作用 --- p.50 / Chapter 3. --- 主張小學教育權歸女子 --- p.52 / Chapter 第二節 --- 女子教育的實踐´ؤ辦學與教學 --- p.55 / Chapter 第三節 --- 女子教育的突破 --- p.61 / Chapter 1. --- 打破女子家庭教育的束縛 --- p.62 / Chapter 2. --- 開創男女同校的先例 --- p.66 / Chapter 第五章 --- 陳子褒所編讀本中的婦教內容與婦女問題的探討 --- p.69 / Chapter 第一節 --- 讀本的特色及內容 --- p.69 / Chapter 第二節 --- 女性的家庭角色及責任一賢妻良母的培育 --- p.74 / Chapter 1. --- 賢母的角色一母教 --- p.74 / Chapter 2. --- 賢婦的角色一相夫、孝養翁姑、一家和睦 --- p.77 / Chapter 第三節 --- 婦孺讀本與婦女解放的聲音 --- p.80 / Chapter 1. --- 纏足問題一反纏足的號召 --- p.80 / Chapter 2. --- 對婦女貞節觀的批判´ؤ寡婦再嫁的主張 --- p.85 / Chapter 3. --- 其他婦女問題的探討 --- p.91 / Chapter 第六章 --- 陳子褒提倡女學的成果 --- p.93 / Chapter 第一節 --- 陳門弟子對婦女問題的關注 --- p.94 / Chapter 第二節 --- 陳門弟子繼承師志的例子一一立意委身教育救國的冼玉淸 --- p.97 / Chapter 第三節 --- 陳門弟子繼承師志的例子二 ´ؤ創辦崇蘭，延續師志的曾璧山. --- p.100 / Chapter 第七章 --- 結論 --- p.104 / Chapter 第一節 --- 傳統的約束與解放 --- p.105 / Chapter 第二節 --- 女子教育與國家社會的義務與權利 --- p.107 / Chapter 第三節 --- 男性知識份子與中國婦女解放 --- p.109 / 附錄 / 附錄1:陳子褒先生遺像 --- p.111 / 附錄2:陳子褒生平大事 --- p.112 / 附錄3:陳子褒編著書目及首次出版年份 --- p.115 / 附錄4:陳子褒所編婦孺讀本的內容 --- p.116 / 徵引及參考資料 --- p.120

Historical consensus has labeled the educational reform efforts of China's scholar-officials in the second half of the nineteenth century as merely reactions to external circumstances and therefore has concluded that these reforms were "failures". The youthful revolt against Chinese cultural traditions, which culminated in the May Fourth Movement of 1919, has frequently been cited as a clear demonstration that previous educational reforms had failed. However, when viewed as the intellectual phase of the revolutionary process, reform activities among members of China's bureaucratic and scholarly elite in the four and one half decades from the 1860s to the early 1900s can be seen as limited, but definite, successes, initiated from within the traditional society and assisted by the introduction of Western secular knowledge by Protestant missionaries.

The educational policy for adults in China has fluctuated over the 40-year period since the founding of the People's Republic of China. The purpose of this study will include the effects on adult education of ideological shifts in the underlying educational philosophy related to social and political development in China during the three identifiable key periods of change associated with the re-building and development of the nation from 1949 to 1986; namely, (1) 1949-1966, the beginning of the Communist Era; (2) 1966-1976, the Cultural revolution period; (3) 1976-1986, the period after the Cultural Revolution. / In many cases, the development of Chinese education for adults has been quite irregular due to political upheavals. Marxist principles of education have been felt in China to be difficult to integrate with the developmental needs of the country. Commitment to adult education as an important element of the development pattern has been high, but political struggle has seriously hampered educational expansion. The struggle within the high-level leadership seems to have been the most direct reason for ideological shifts over the 37 year period.

This study was designed to explore the beliefs of teachers in the People's Republic in China regarding education policy, work conditions in the schools, teacher education, student discipline, curriculum, and the teaching profession. Subjects were 60 secondary teachers in the Beijing area, from both "keypoint" and "ordinary" schools. The teachers completed a 60-item questionnaire, designed to assess multiple educational belief dimensions. The results revealed that, as a group, teachers perceived themselves as having poor social status, inadequate pay, limiting work conditions, and a lack of opportunities for advancement. Teachers also reported a high degree of stress and health problems. There were distinct patterns of responses reflecting beliefs that students should be given more freedom to speak their minds and that students' ability to think is more important than memorizing facts. Teachers expressed a high interest in helping students learn and working for the good of society. Regarding educational policy, teachers believed that the government does not adequately support neither education nor teacher preparation. This pattern of results varied by demographic factors. For example, male teachers reported stronger perceptions that their families lack pride in them as teachers. Teachers without degrees felt more strongly that resources at their schools were less adequate. Older, more experienced teachers reported a stronger belief in permissive parenting as the major cause of behavior problems in the schools, and agreed that parents should be responsible for their child's moral education. Younger teachers expressed the most dissatisfaction with their pay and also felt that younger teachers are more capable than older teachers. A cluster analysis revealed statistical separation of teachers into three groups. The first group of teachers was younger, less experienced, and better educated. They expressed the most dissatisfaction with being teachers and felt the lowest social status. However, they also believed that they make a difference in the lives of their students. The second teacher group reported teaching as more challenging and stressful, advocated the need for strong discipline, and felt they made little difference in their students' lives. These teachers were more experienced, older, and less educated. The teachers in the third group, who shared common demographic characteristics with group two, were the most positive about their social status, pay, and commitment to teaching. They reported more support and resources than teachers in the other two groups, and felt they made a difference in their students' lives. Results of this study extend previous findings regarding the beliefs of teachers in the People's Republic of China. Through the use of multivariate techniques, three types of teachers emerged. The implications of these findings are discussed both with regard to government interest in reforming educational policy and directions for future research.

No description available.

胡務. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 258-262) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hu Wu. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 258-262) / Zhong Ying wen zhai yao.

歐陽敬孝. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 248-270). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Ouyang Jingxiao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 248-270).