近现代中国高等师范教育演进的逻辑

Logics of Evolution on China's Higher Normal Education in the Recent and Modern History

1902年,京师大学堂师范馆的建立,标志着中国高等师范教育的萌生。至1949年新中国成立,近50年来,中国高等师范教育在近现代的发展历程中遵循了一定的逻辑。主要表现为:1.在师资培养模式上,经历了定向——非定向——定向三个阶段,与此相适应,高等师范教育办学形态的独立性转变也与之同步进行。2.在汲取国外先进经验上,先后借鉴了日本和美国的培养模式,每逢借鉴对象发生转换,总要经历从形式与内容的不一致,通过自我调整与完善而趋于一致这样一个过程。3.在师范性养成的过程中,克服了日本和美国办学模式不符合我国国情的弊端,不断推进教育本土化,使师范性与本土化基本上处于并行的发展轨道。4.在教育管理上,尽管办学主导权经历了数次变化,但外部管理的"统""分"转换促进了内部管理的不断完善,从而适应了当时中国高等师范教育事业的发展需要。把握这一演进的逻辑脉络,对深化我国高等师范教育改革,具有重要的现实意义。

In 1902, the founding of the teacher＇s training faculty of Peking Imperial University ushered in the start of China＇s higher normal education. During the over 50 years from 1902 to 1949 the founding of PRC, Chinag higher normal education had followed a kind of logics in several aspects： developing in three phases from job - oriented training to no target and then back to job - oriented one, along with the corresponding forms of independent running schools ; experiencing the self - adjustment and improvement of form and content when they conflicted with each other during drawing lessons from Japanese to American training; continuing to localize education with normal teaching through overcoming the inadequacies of imitating Japanese and American modes ; adapting to the demands of higher normal education at that time, by the improvement of educational inner management resulted from shifting external authority of running schools. So grasping the evolution has a great impact on deepening our reform in higher normal education.