摘要
中国现代教育社团是中国社会现代化的产物,又积极主动参与中国教育和社会现代化的进程。经历了自1895年其他社团中带有教育性质,到1902年专门的教育社团出现,1906年教育社团的半官方化,1912年教育社团合法化的波折,1915年中国教育社团走向成熟。它满足了教育现代化对教育组织、管理和评价上的独特需求,拓展了民间和专业组织参与教育的空间。士人使命、群体观念兴起、立宪和新式教育发展的需要是现代教育社团萌生和发展的动力。新生代教育社团在功能定位上还有摇摆,也存在名实不符的情况,但它实现了社会不同层次的融合,创新了社团治理模式,仍不失为中国现代教育史上的新创。
The modern educational community was the product of China’s social modernization. It actively participated in the process of education and social modernization. From a community with the nature of education in 1895, to be a special educational community in 1902, to be the semi-official educational community in 1906,and then to be the legalized educational community in 1912, the modern educational community in China grew to maturity in 1915. It met the needs of strategy management and performance evaluation of an organization in the process of educational modernization and provided more space for non-governmental and professional organizations to participate in education.
作者
储朝晖
Chu Zhaohui(National Institute of Education Sciences,Beijing 100088,China)
关键词
教育社团
萌生
动力
educational community
initiation
motivation
