建立教育科学化与民主化机制的探索——20世纪前期的教育调查

Exploration on Establishing an Educational Scientific and Democratic Mechanism

教育调查作为我国建立教育科学化与民主化机制的内容和手段,兴起于西学东渐和国人认知方式及价值观的转变之际,契合了清末新政的需要,与地方自治舆论的推动、国人对西学中国化的思索和流传我国两千多年方志撰写传统的影响相关。20世纪前期的教育调查,在数量上经历了1930年代前的上升期,1930年代的峰值期,1930年代后的下降期;调查的质量以1920年代和1930年代为大拐点,分为引入学习期(1921年以前)、运用拓展期(1922~1935年)和成熟总结期(1936~1948年);呈现出官方调查多于个人调查,对经济发展水平好的地区的调查多于对差的地区的调查,关于学生和经费的调查多于教育教学其他方面的调查等特点。20世纪前期教育调查的兴起与发展,对于促进我国教育科学化与民主化机制的建立发挥了重要作用。在当前我国大力推进教育现代化和本土化建设的过程中,继续重视和倡导教育调查具有重要现实意义。

As the content and means of establishing an educational scientifc and democratic mechanism in our country, education survey rose with the tide of eastward spread of western culture when traditional Chinese cognition and values were changing. It satisfed the needs of the Constitutional Reform in the late Qing dynasty. Meanwhile, the rise of education survey was related to the promotion of the public opinion of local autonomy, the Chinese people’s thoughts on the localization of western thinking and the tradition of keeping local records over 2000 years. The number of educational surveys in the early 20th century experienced the rise before the 1930s, the peak in the 1930s, and the decline after the 1930s. The quality of the education survey witnessed two major turning points in the 1920s and the 1930s. The whole period was divided into the learning phase （before 1921）, the application phase （between 1922 and 1935） and the mature phase （between 1936 and 1948）. It is also found that the number of offcial surveys, surveys of areas with good economic development, or surveys on students and expenses is respectively higher than that of individual surveys, surveys of areas with poor economic development or surveys on teaching.