摘要
中国教育近代化的既有研究往往注重西方文化和教育体制对中国传统教育的冲击之外部影响,而对中国教育自身的演变过程关注不够。心理学的认知学习理论为研究中国教育近代化的自身演变提供了一个新的视野。以京师同文馆的创立及1866—1867年关于添设天文算学馆的争论为例,重新分析京师同文馆与中国近代科学教育体制形成的内部关系,可以发现西方科学教育模式的可学习性、中国有学习西方教育模式的强烈功利性动机以及中国传统礼仪文化的自身分裂是近代中国学习西方科学教育模式的三个必要条件,而这也正是中国近代科学教育体制形成的认知逻辑基础。
According to the theory of cognitive-learning in psychology, logically a person who must have three prerequisites as the foundations to accept the new knowledge： the knowledge which should be a logical system, the intention of learner who wants to study the new knowledge, and the pre-cognitive schema in the learner＇g internal mind where there was a fix-point the new knowledge could attach with on it. Like the individual procession of learning the new knowledge, the history＇s development, especially the modern Chinese educational history＇s evolution was also a procession as be in conformity with the principles of cognitive-learning theory in psychology. So we could analyze the procession of modernization of Chinese education in the terms of cognitive-learning theory. As samples, the events of the establishment of Tungwen-College in 1862 and the debate about the additional astronomy-mathematics classes in 1866- 1867 were re-remarked in this paper. Before the establishment of Tungwen-College in 1862 （early even in Ming dynasty）, there were a number of books and schools （written down and set up） by the Christian and Catholic missionaries from the west countries, that introduced the west educational system, and brought out the features of the west educational system which very differentiated to the Chinese traditional educational system. And those showed Chinese people the learnable logical knowledge of the west scientific educational system. Through analyzing the establishment of Tungwen-College, we could know that in that time after the First and Second Opium War, for Chinese people there was an utilitarian and political zeal to study the west education to train a lot of persons who could be familiar with the west sciences and languages and skill in the west technologies, so that to practice the Yangwu Movement （or Ziqiang Movement, means to study the foreign and improve ourselves）. And that was the intention as the internal factor which motivated Chinese people to study the west scientific educational system. For China, the most important prerequisite to study the west scientific educational system is to find an internal fix-point from the Chinese traditional culture which must be looked as a factor ＂of scientific＂. In 1866- 1867, a debate about the additional astronomy-mathematics classes occurred, which accelerated the Chinese traditional culture to be divided into two- the Liyi （means the humanistic etiquettes） and the Jiyi （means the technological arts）. And the Jiyi was just then looked as that factor ＂of scientific＂, although it was actually an event ＂of illusory conjunction＂. Since then, the Chinese education was gone into the ＂scientific＂ orbit consistent with the west educational system.
出处
《浙江大学学报（人文社会科学版）》
CSSCI
2007年第6期108-118,共11页
Journal of Zhejiang University:Humanities and Social Sciences
基金
浙江省哲学社会科学规划重点课题(Z04JY02)
关键词
中国教育近代化
科学教育体制
京师同文馆
认知学习理论
modernization of Chinese education
scientific-education
Tungwen-College cognitive-learning theory
