移植与范式转型:20世纪二三十年代教育学科建设之历史考察——以北京高等师范学校为例

Transplantation and the Paradigm Shift: A Historical Survey of the Construction of Pedagogy as a Discipline in the 1920s and 1930s——Taking Beijing Higher Normal School for Example

北京师范大学教育学科的嬗变过程不仅是中国教育学科发展的旗帜,也深刻地影响了中国百年的教育变革。这百余年教育学科的发展史代表着中国师范教育的发展,尤其见证了高等师范教育的发展。作为北京师范大学前身的北京高等师范学校,其教育学系在近代高等教育"后发外生"的变迁背景下,秉承西学与固本相结合的学系学科方针、劳作与研习相结合的课程设置,并聘请部分留美人士任教,促进了中国教育学科的发展,也对师范教育近代化进程产生了重要影响。

The evolution of pedagogy as a discipline of Beijing Normal University is not only the banner of develop-ment of Chinese pedagogy as a discipline, but also has greatly influenced the educational innovation in China in the past century. The development of pedagogy as a discipline in the past century symbolizes the development of Chinese normal education, especially witnessing the development of higher normal education. In the context of ＂latecomer exogenous＂ of modern higher education, as the former predecessor of Beijing Normal University, the department of pedagogy of Beijing Higher Normal School has abided by the disciplinary guideline of combining western learning and native learning, established the curriculum combining labor and study, and employed some teachers studying in the United States to teach, thus advancing the Chinese education and exerting an important impact on the modernization of normal education.