李大钊史学思想形成的职业条件

Tentative Analysis of the Occupational Condition of the Formation of Li Dazhao's Historical Thought

李大钊的史学思想形成于19世纪20年代中国史学近代化的过程之中。中国近代新式学校教育普遍实行以来,许多史学家都是以史学专业教育或研究为职业而成名成家的,李大钊也不例外。李大钊1920年7月开始了近七年的北京大学史学教授的生涯。北京大学史学教授职业为李大钊提供了施展才能的契机与舞台。李大钊史学思想的形成与北京大学史学教授职业的职责要求以及其本人的尽心尽责的履职是密不可分的。李大钊在史学教授的岗位上,积极参与北京大学史学系的教学研究和课程改革,认真教诲学生,大力提携青年。在这个教学相长的过程中,师者李大钊也受到诸多启发,成为丰富其史学思想的重要途径之一。

Li Dazhao＇s historical thought was formed during the modernization of China＇s historical studies through 1920＇s. Since the prevalent development of modern China＇s new school education, a lot of historians have become renowned scholars because of their careers in history education or research. Li is of no exception. Li began his nearly 7-year career as a history professor at Peking University from July, 1920. His position as a history professor at Peking University offered a great chance and stage for Li to fully display his talents. The formation of his historical thought was closely related to the occupational requirements of Peking University＇s history professors and Li＇s conscientious fulfillment of his duties. As a history professor, Li actively took part in the teaching, research and curriculum reformation in the History Department of Peking University. He taught the students earnestly and helped vigorously the progress of young people. Thanks to the mutually enriching relationship between teaching and learning, Li was greatly inspired by his experience as a teacher, which had become one of the important ways to enrich Li＇s historical thought.