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中国近代国立大学学科建制与发展研究:1895~1937

高等学校 学科建设 研究 中国 1895~1937

2016-03-01

978-7-5161-7890-4

366

17

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  • 内容简介
  • 书籍目录
  • 作者简介
  • 参考文献
内容简介

学科是相时独立系统化的科学知识体系,是大学的组织细胞。以学科建制为组织基础,学科发展从高深知识的传播、创新到应用,逐渐完善了大学的人才培养、科学研究与社会服务职能。本书以宏观的视角、翔实的史料、严谨的考证,着力阐述清末、民国初期、国民政府时期国立大学学科建制、学科调整与学科发展演变过程,结合综合研究专门考察了中国近代国立大学教育学科建制的演化进程以及国立东南大学(中央大学)与私立厦门大学学科发展之异同。本书总结出中国近代国立大学学科建制演变的特点并揭示了大学学科发展的规律,国立大学学科建制与发展历程,验证了大学的多学科性特征,学科发展始终以人才培养为核心,在有限的条件下拓展大学的科学研究与社会服务职能。从大学学科建制与发展的视角考察中国国立大学的近代化,不仅丰富高等教育近代化理论,对当今大学学科建设也有积极的借鉴意义。

Disciplines are relatively independent branches of knowledge. Disciplinary Institution determinates structure of a university. It is around disciplinary divisions that a university develops its structure of academic organizations. Disciplinary Institutions are important for disciplines development. It is around Disciplines that studies in different academic fields are carried out. Progressing from disorder to order,Modern China's National Universities’established a“school-department”structure of disciplines and speciparaies. With disciplinary divisions as structural basis,these universities played their roles in Knowledge dissemination,innovation and utilization,and performed functions of education, research and social service. A study of China's national universities’modernization from the perspective of disciplinary institution and development will not only be helpful to enrich education modernization theories, but also with significant practical meanings to disciplinary development in nowadays universities. This dissertation consists of nine chapters:the first chapter,introduction,includes statement of the problem and significance of the study,definitions of key terms,a literature review and the research design,especially research methodology. The second chapter introduces the ideological basis of modern China's national universities’disciplinary institution. It begins with context and motivation for transformation of China's traditional“four disciplines”,which are Confucian classics,historical records,philosophical writings and miscellaneous works,in modern times,and continues to present a review of disciplinary division ideas in academic fields and forms of disciplinary institution in universities in late Qing dynasty. This chapter provides the knowledge basis and institutional background for the discussion of disciplinary institution in modern China's national universities. Chapter three to six,describe disciplinary institution and development in modern China's national universities. First,an introduction of forms of disciplinary institution in universities in late Qing dynasty,as well as in national universities in early stage of the Republic of China,and reorganization and development of disciplines in the middle of the Republic of China.Chapter seven and eight are study cases. Chapter seven illustrates how education as a discipline developed and evolved in modern China's national universities,highlighting factors exerting influences on the process. Chapter eight selects two universities,one national and one private,and compares differences and similarities in disciplinary institution and development in the two universities, emphasizing the role of school operators. The concluding chapter is a theoretic analysis of disciplinary institution in modern China's national universities. It summarizes the characteristics and patterns of disciplinary development and evolution,and discusses policy implications of this study. A series of recommendations are made in regard to disciplinary development in nowadays universities. This study adopts the theory of internal-external relations of higher education development,combines historical facts and resources with academic arguments. Literature review,comparative and statistical methods are used. The study suggests that,in the formation of disciplines,China did not inherit too much from its tradition; on the transformation of disciplinary institution,western university models exerted deep influences on modern China's national universities’transition from“discipline-program” structure to“school department”structure. The process of disciplinary institution is an active and positive adaptation to social demands. Findings of this study have significant implications for education decision making concerning disciplinary development by nowadays universities. Key Words:National Universities in Modern China; discipline,disciplinaryinstitution; disciplinary development(AI翻译)

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